Nothing Special   »   [go: up one dir, main page]

Skip to main content

Learning and Problem-Solving with Hypermedia in the Twenty-First Century: From Hypertext to Multiple Web Sources and Multimodal Adaptivity

  • Chapter
  • First Online:
The Psychology of Digital Learning

Abstract

Most current digital learning materials are hypermedia environments that have been postulated to stimulate active, individualized and multi-perspective learning because they force learners to explore hyperlinks in an interactive and self-directed way. At the same time, however, it was demonstrated repeatedly that learners easily experience cognitive overload and disorientation when navigating hypermedia environments. Additionally, successful hypermedia learning requires strong learning prerequisites in terms of domain-specific prior knowledge and self-regulated learning skills. This chapter reviews the research on learning from hypermedia with a strong focus on research conducted in our own lab. Additionally, two novel developments in hypermedia research are discussed that received increasing attention recently. First, evaluating the quality of multiple sources of information during hypermedia navigation has become an increasingly important aspect of hypermedia learning. For instance, the World Wide Web (WWW) and particularly the Web 2.0 reflect a global network of information nodes of very diverse origin and quality that require novel skills of source evaluation. Second, interactive displays such as those used in smartphones, tablets, or multi-touch tables as well as other sensor-based interaction devices have led to a paradigm shift in how we navigate hypermedia environments, allowing for an intuitive selection and manipulation of information by means of touch and gestures and even for novel forms of implicit interaction. Accordingly, multimodal interaction with hypermedia environments is an important current research topic that focuses on how bodily interaction may be better used to connect cognition and technology.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 119.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Abrams, R. A., Davoli, C. C., Du, F., Knapp, W. H., & Paull, D. (2008). Altered vision near the hands. Cognition, 107(3), 1035–1047. doi:10.1016/j.cognition.2007.09.006.

    Article  Google Scholar 

  • Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181–214.

    Article  Google Scholar 

  • Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199–209.

    Article  Google Scholar 

  • Bendixen, L. D., & Hartley, K. (2003). Sucessful learning with hypermedia: The role of epistemological beliefs and metacognitive awareness. Journal of Educational Computing Research, 28(1), 15–30.

    Article  Google Scholar 

  • Braasch, J. L. G., Rouet, J.-F., Vibert, N., & Britt, M. A. (2012). Readers’ use of source information in text comprehension. Memory & Cognition, 40, 450–465. doi:10.3758/s13421-011-0160-6.

    Article  Google Scholar 

  • Brand-Gruwel, S., & Gerjets, P. (2008). Instructional support for enhancing students’ information problem solving ability. Computers in Human Behavior, 24, 615–622.

    Article  Google Scholar 

  • Brand-Gruwel, S., Wopereis, I., & Vermetten, Y. (2005). Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior, 21, 487–508. doi:10.1016/j.chb.2004.10.005.

    Article  Google Scholar 

  • Brucker, B., Ehlis, A.-C., Häußinger, F. B., Fallgatter, A. J., & Gerjets, P. (2015). Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study. Learning and Instruction, 36, 27–37.

    Article  Google Scholar 

  • Brucker, B., Ehrmann, A., Edelmann, J., & Gerjets, P. (2016). Near-hand-attention on multi-touch devices: Touching digital information fosters visuospatial learning (manuscript submitted for publication).

    Google Scholar 

  • Brucker, B., Scheiter, K., & Gerjets, P. (2014). Learning with dynamic and static visualizations: Realistic details only benefit learners with high visuospatial abilities. Computers in Human Behavior, 36, 330–339. doi:10.1016/j.chb.2014.03.077.

    Article  Google Scholar 

  • Bush, V. (1945). As we may think. Atlantic Monthly, 176, 101–108.

    Google Scholar 

  • Casasanto, D. (2009). Embodiment of abstract concepts: Good and bad in right- and left-handers. Journal of Experimental Psychology: General, 138(3), 351–367. doi:10.1037/a0015854.

    Article  Google Scholar 

  • Chen, S. Y., Fan, J.-P., & Macredie, R. D. (2006). Navigation in hypermedia learning systems: Experts vs. novices. Computers in Human Behavior, 22(2), 251–266. doi:10.1016/j.chb.2004.06.004.

    Article  Google Scholar 

  • Chen, C., & Rada, R. (1996). Interacting with hypertext: A meta-analysis of experimental studies. Human Computer Interaction, 11, 125–156.

    Article  Google Scholar 

  • Collier, G. H. (1987). Thoth-II: Hypertext with explicit semantics. In Proceedings of the ACM Conference on Hypertext (pp. 269–289). ACM: New York. doi:10.1145/317426.317446

    Google Scholar 

  • Conklin, J. (1987). Hypertext: An introduction and survey. Computer, 20, 17–41.

    Article  Google Scholar 

  • Cormode, G., & Krishnamurthy, B. (2008). Key differences between web 1.0 and web 2.0. First Monday, 13(6). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/2125/1972

  • Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322–349.

    Article  Google Scholar 

  • Dillon, A., & Jobst, J. (2005). Multimedia learning in hypermedia. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 569–588). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Duffy, T. M., & Knuth, R. (1990). Hypermedia and instruction: Where is the match? In D. Jonassen & H. Mandl (Eds.), Designing hypermedia for learning. Berlin: Springer.

    Google Scholar 

  • Gerjets, P. (2014). Vom Nutzen psychologischer Forschung für das Kunstmuseum. In L. von Stieglitz & T. Brune (Eds.), Hin und Her – Dialoge in Museen zur Alltagskultur (Edition Museum, Band 9) (pp. 113–124). Bielefeld: Transcript Verlag.

    Google Scholar 

  • Gerjets, P., & Hellenthal-Schorr, T. (2008). Competent information search in the World Wide Web: Development and evaluation of a web training for pupils. Computers in Human Behavior, 24, 693–715.

    Article  Google Scholar 

  • Gerjets, P., & Hesse, F. W. (2004). When are powerful learning environments effective? The role of learning activities and of students’ conceptions of educational technology. International Journal of Educational Research, 41, 445–465.

    Article  Google Scholar 

  • Gerjets, P., Kammerer, Y., & Werner, B. (2011). Measuring spontaneous and instructed evaluation processes during web search: Integrating concurrent thinking-aloud protocols and eye-tracking data. Learning and Instruction, 21, 220–231.

    Article  Google Scholar 

  • Gerjets, P., & Kirschner, P. (2009). Learning from multimedia and hypermedia. In S. Ludvigsen, N. Balacheff, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 251–272). Berlin: Springer.

    Chapter  Google Scholar 

  • Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38, 33–41.

    Article  Google Scholar 

  • Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104–121.

    Article  Google Scholar 

  • Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25(2), 360–370.

    Article  Google Scholar 

  • Gerjets, P., Scheiter, K., & Schuh, J. (2008). Information comparisons in example-based hypermedia environments: Supporting learners with processing prompts and an interactive comparison tool. Educational Technology, Research & Development, 56, 73–92.

    Article  Google Scholar 

  • Gerjets, P., Scheiter, K., & Tack, W. H. (2000). Resource-adaptive selection of strategies in learning from worked-out examples. In L. R. Gleitman & A. K. Joshi (Eds.), Proceedings of the 22nd Annual Conference of the Cognitive Science Society (pp. 166–171). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Gerjets, P., Walter, C., Rosenstiel, W., Bogdan, M., & Zander, T. O. (2014). Cognitive state monitoring and the design of adaptive instruction in digital environments: Lessons learned from cognitive workload assessment using a passive brain-computer interface approach. Frontiers in Neuroscience, 8, 385. doi:10.3389/fnins.2014.00385.

    Article  Google Scholar 

  • Goldstone, R. L., & Son, J. Y. (2005). The transfer of scientific principles using concrete and idealized simulations. The Journal of the Learning Sciences, 14(1), 69–110.

    Article  Google Scholar 

  • Heise, E., Gerjets, P., & Westermann, R. (1997). The influence of a waiting intention on action performance: Efficiency impairment and volitional protection in tasks of varying difficulty. Acta Psychologica, 97, 167–182. doi: 10.1016/S00016918(97)000279.

    Google Scholar 

  • Hoffmann, S. (1997). Elaboration theory and hypermedia: Is there a link? Educational Technology, 37(1), 57–64.

    Google Scholar 

  • Horrigan, J. (2006). The internet as a resource for news and information about science. Pew Internet & American Life Project. Retrieved from http://www.pewinternet.org/Reports/2006/The-Internet-as-a-Resource-for-News-and-Information-about-Science.aspx

  • Jacobson, M. J., & Spiro, R. J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12, 301–333.

    Article  Google Scholar 

  • Jonassen, D. H. (1986). Hypertext principles for text and courseware design. Educational Psychologist, 21, 269–292.

    Article  Google Scholar 

  • Jonassen, D. H. (1989). Hypertext/hypermedia. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Kammerer, Y., Amann, D., & Gerjets, P. (2015). When adults without university education search the Internet for health information: The roles of Internet-specific epistemic beliefs and a source evaluation intervention. Computers in Human Behavior, 48, 297–309.

    Article  Google Scholar 

  • Kammerer, Y., Bråten, I., Gerjets, P., & Strømsø, H. I. (2013). The role of Internet-specific epistemic beliefs in laypersons’ source evaluations and decisions during Web search on a medical issue. Computers in Human Behavior, 29, 1193–1203. doi:10.1016/j.chb.2012.10.012.

    Article  Google Scholar 

  • Kammerer, Y., & Gerjets, P. (2012). Effects of search interface and internet-specific epistemic beliefs on source evaluations during web search for medical information: An eye-tracking study. Behaviour & Information Technology, 31, 83–97. doi:10.1016/j.chb.2012.10.012.

    Article  Google Scholar 

  • Kammerer, Y., & Gerjets, P. (2014). The role of search result position and source trustworthiness in the selection of Web search results when using a list or a grid interface. International Journal of Human-Computer-Interaction, 30, 177–191.

    Article  Google Scholar 

  • Kammerer, Y., Kalbfell, E., & Gerjets, P. (2016). Is this information source commercially biased? How contradictions between web pages stimulate the consideration of source information. Discourse Processes, 53(5/6), 430–456. doi:10.1080/0163853X.2016.1169968.

    Article  Google Scholar 

  • Kornmann, J., Kammerer, Y., Anjewierden, A., Zettler, I., Trautwein, U., & Gerjets, P. (2016). How children navigate a multiperspective hypermedia environment: The role of spatial working memory capacity. Computers in Human Behavior, 55, 145–158.

    Google Scholar 

  • Kornmann, J., Kammerer, Y., Zettler, I., Trautwein, U., & Gerjets, P. (2016). Hypermedia exploration stimulates multiperspective reasoning in elementary school children with high working memory capacity: A tablet computer study. Learning and Individual Differences, 51, 277–283.

    Google Scholar 

  • Kranz, J., Imhof, B., Schwan, S., Kaup, B., & Gerjets, P. (2012). Learning art history on multi-touch-tables: Metaphorical meaning of interaction gestures matters. In E. de Vries & K. Scheiter (Eds.), Proceedings of the EARLI Special Interest Group Text and Graphics: Staging Knowledge and Experience: How to Take Advantage of Representational Technologies in Education and Training? (pp. 109–111). Grenoble, France: Université Pierre-Mendès-France.

    Google Scholar 

  • Krumpe, T., Scharinger, C., Gerjets, P., Rosenstiel, W., & Spüler, M. (2016). Disentangeling working memory load—Finding inhibition and updating components in EEG data. In G. R. Müller-Putz, J. E. Huggins, & D. Steyrl (Eds.), Proceedings of the 6th International Brain-Computer Interface Meeting: BCI Past, Present, and Future (p. 174). Graz: Verlag der Technischen Universität Graz.

    Google Scholar 

  • Kühl, T., Scheiter, K., Gerjets, P., & Edelmann, J. (2011). The influence of text modality on learning with static and dynamic visualizations. Computers in Human Behavior, 27, 29–35. doi:10.1016/j.chb.2010.05.008.

    Article  Google Scholar 

  • Landow, G. P. (1992). Hypertext. The convergence of contemporary literary theory and technology. Baltimore, MD: John Hopkins University Press.

    Google Scholar 

  • Lane, A. E., & Ziviani, J. M. (2010). Factors influencing skilled use of the computer mouse by school-aged children. Computers & Education, 55, 1112–1122 http://dx.doi.org/10.1016/j.compedu.2010.05.008.

    Article  Google Scholar 

  • Linek, S., Gerjets, P., & Scheiter, K. (2010). The speaker/gender effect: Does the speaker’s gender matter when presenting auditory text in multimedia messages? Instructional Science, 38, 503–521.

    Article  Google Scholar 

  • Marchionini, G. (1988). Hypermedia and learning: Freedom and chaos. Educational Technology, 28(11), 8–12.

    Google Scholar 

  • Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press.

    Book  Google Scholar 

  • Mayes, T., Kibby, M., & Anderson, T. (1990). Learning about learning from hypertext. In D. H. Jonassen & H. Mandl (Eds.), Designing hypermedia for learning (pp. 227–250). Berlin: Springer.

    Chapter  Google Scholar 

  • Mock, P., Gerjets, P., Tibus, M., Trautwein, U., Möller, K., & Rosenstiel, W. (2016). Using touchscreen interaction data to predict cognitive workload. In Y. I. Nakano, E. André, T. Nishida, L.-P. Morency, C. Busso, & C. Pelachaud (Eds.), Proceedings of the 18th ACM International Conference on Multimodal Interaction (pp. 349-356). New York, NY: ACM.

    Google Scholar 

  • Nathan, M. J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition and Instruction, 9, 329–389.

    Article  Google Scholar 

  • Nelson, T. H. (1965). Complex information processing: A file structure for the complex, the changing and the indeterminate. In ACM’65—Proceedings of the 1965 20th National Conference (pp. 84–100). New York: ACM. doi:10.1145/800197.806036.

  • Niederhauser, D. S., Reynolds, R. E., Salmen, D. L., & Skolmoski, P. (2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23, 237–255.

    Article  Google Scholar 

  • Nielsen, J. (1989). The matters that really matter for hypertext usability. In Proceedings of the ACM Conference on Hypertext—Hypertext’89 (pp. 239–248). New York: ACM.

    Google Scholar 

  • Nielsen, J. (1990). Hypertext and hypermedia. London: Academic.

    Google Scholar 

  • OECD. (2011). PISA 2009 results: Students on line: Digital technologies and performance (Vol. VI). Paris: OECD.

    Book  Google Scholar 

  • Oviatt, S., & Cohen, P. R. (2015). The paradigm shift to multimodality in contemporary computer interfaces. San Rafael, CA: Morgan & Claypool.

    Google Scholar 

  • Pfeiffer, V. D. I., Gemballa, S., Jarodzka, H., Scheiter, K., & Gerjets, P. (2009). Situated learning in the mobile age: Mobile devices on a field trip to the sea. Research in Learning Technology, 17, 187–199.

    Article  Google Scholar 

  • Rouet, J.-F., & Levonen, J. J. (1996). Studying and learning with hypertext: Empirical studies and their implications. In J.-F. Rouet, J. J. Levonen, A. Dillon, & R. J. Spiro (Eds.), Hypertext and cognition (pp. 9–23). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Rouet, J.-F., Levonen, J. J., Dillon, A., & Spiro, R. J. (1996). Hypertext and cognition. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Ruiz Fernández, S., Lachmair, M., Rahona, J. J., & Gerjets, P. (2016a). Flexing to the left, extending to the right: Disambiguating motor from spatial grounding mechanisms for valáence judgements (manuscript submitted for publication).

    Google Scholar 

  • Ruiz Fernández, S., Lachmair, M., Rahona, J. J., & Gerjets, P. (2016b). Hands on positive pictures: Hand proximity to positive pictures influences emotional regulation (manuscript submitted for publication).

    Google Scholar 

  • Scharinger, C., Kammerer, Y., & Gerjets, P. (2015). Pupil dilation and EEG alpha frequency band power reveal load on executive functions for link-selection processes during text reading. PLoS ONE, 10(6), e0130608.

    Google Scholar 

  • Scharinger, C., Kammerer, Y., & Gerjets, P. (2016). Fixation-related EEG frequency band power analysis: A promising neuro-cognitive methodology to evaluate the matching-quality of web search results? In C. Stephanidis (Ed.), Communications in computer and information science series, Vol. 617 (pp. 245–250). Cham, Switzerland: Springer International Publishing.

    Google Scholar 

  • Scharinger, C., Schüler, A., & Gerjets, P. (2016). Text-picture integration during learning—EEG frequency band power correlates of congruency effects, 4th Meeting of the EARLI SIG 22 Neuroscience and Education. Amsterdam: Netherlands.

    Google Scholar 

  • Scharinger, C., Soutschek, A., Schubert, T., & Gerjets, P. (2015). When flanker meets the n-back: What EEG and pupil dilation data reveal about the interplay between the two central-executive working memory functions inhibition and updating. Psychophysiology, 52, 1293–1304.

    Google Scholar 

  • Scharinger, C., Soutschek, A., Schubert, T., & Gerjets, P. (2017). Comparison of the working memory load in n-back and working memory span tasks by means of EEG frequency band power and P300 amplitude. Frontiers in Human Neuroscience, 11:6.

    Google Scholar 

  • Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19(3), 285–307.

    Article  Google Scholar 

  • Scheiter, K., & Gerjets, P. (2010). Cognitive and socio-motivational aspects in learning with animations: There is more to it than “do they aid learning or not”. Instructional Science, 38, 435–440. doi:10.1007/s11251-009-9118-5.

    Article  Google Scholar 

  • Scheiter, K., Gerjets, P., & Catrambone, R. (2006). Making the abstract concrete: Visualizing mathematical solution procedures. Computers in Human Behavior, 22, 9–26.

    Article  Google Scholar 

  • Scheiter, K., Gerjets, P., & Heise, E. (2014). Distraction during learning with hypermedia: Difficult tasks help to keep task goals on track. Frontiers in Psychology, 5, 268.

    Article  Google Scholar 

  • Scheiter, K., Gerjets, P., Huk, T., Imhof, B., & Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19(6), 481–494. doi:10.1016/j.learninstruc.2008.08.001

  • Scheiter, K., Gerjets, P., & Schuh, J. (2010). The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38, 487–502.

    Article  Google Scholar 

  • Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2009). The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. Learning and Instruction, 19, 387–401.

    Google Scholar 

  • Scheiter, K., Schüler, A., & Eitel, A. (2017). Learning from multimedia: Cognitive processes and instructional support. In S. Schwan & U. Cress (Eds.), The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media. New York: Springer.

    Google Scholar 

  • Schmidt, A. (2000). Implicit human computer interaction through context. Personal Technologies, 4(2–3), 191–199.

    Article  Google Scholar 

  • Schorr, T., Gerjets, P., Scheiter, K., & Laouris, Y. (2002). Designing sets of instructional examples to accomplish different goals of instruction. In W. D. Gray & C. D. Schunn (Eds.), Proceedings of the 24th Annual Conference of the Cognitive Science Society (pp. 810–815). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Schüler, A., Scheiter, K., & Gerjets, P. (2011). Does the modality effect in multimedia learning appear only with text containing spatial information? Zeitschrift für Pädagogische Psychologie, 25(4), 257–267. doi:10.1024/1010-0652/a00005.

    Article  Google Scholar 

  • Schüler, A., Scheiter, K., Rummer, R., & Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction, 22, 92–102.

    Google Scholar 

  • Schüler, A., Scheiter, K., & Gerjets, P. (2013). Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation. Computers in Human Behavior, 29, 1590–1601. doi:10.1016/j.chb.2013.01.047.

    Article  Google Scholar 

  • Schwan, S. (2017). Digital pictures, videos, and beyond: Knowledge acquisition with realistic images. In S. Schwan & U. Cress (Eds.), The psychology of digital learning: Constructing, exchanging, and acquiring knowledge with digital media. New York: Springer.

    Google Scholar 

  • Shapiro, A. M., & Niederhauser, D. S. (2004). Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 605–622). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Spiro, R. J., & Jehng, J.-C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia (pp. 163–205). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Spüler, M., Walter, C., Rosenstiel, W., Gerjets, P., Moeller, K., & Klein, E. (2016). EEG-based prediction of cognitive workload induced by arithmetic: A step towards online adaptation in numerical learning. ZDM Mathematics Education, 48(3), 267–278. doi:10.1007/s11858-015-0754-8.

    Article  Google Scholar 

  • Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296.

    Article  Google Scholar 

  • Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 71, 71–81.

    Article  Google Scholar 

  • Tergan, S.-O. (1997a). Conceptual and methodological shortcomings in hypertext/hypermedia design and research. Journal of Educational Computing Research, 16(3), 209–235.

    Article  Google Scholar 

  • Tergan, S.-O. (1997b). Misleading theoretical assumptions in hypertext/hypermedia research. Journal of Educational Multimedia and Hypermedia, 6(3/4), 395–412.

    Google Scholar 

  • Walter, C., Rosenstiel, W., Bogdan, M., Gerjets, P., & Spüler, M. (2016). Improving arithmetic learning by real-time EEG-based workload adaptation (manuscript submitted for publication).

    Google Scholar 

  • Wiley, J., Goldman, S., Graesser, A., Sanchez, C., Ash, I., & Hemmerich, J. (2009). Source evaluation, comprehension, and learning in internet science inquiry tasks. American Educational Research Journal., 46, 1060–1106.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Peter Gerjets .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Gerjets, P. (2017). Learning and Problem-Solving with Hypermedia in the Twenty-First Century: From Hypertext to Multiple Web Sources and Multimodal Adaptivity. In: Schwan, S., Cress, U. (eds) The Psychology of Digital Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-49077-9_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-49077-9_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-49075-5

  • Online ISBN: 978-3-319-49077-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics