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Cognitive styles and concept mapping dimensions of hypermedia computer users
- Date Issued:
- 1995
- Summary:
- Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.
Title: | Cognitive styles and concept mapping dimensions of hypermedia computer users. |
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Name(s): |
Kessler, Rohn. Florida Atlantic University, Degree grantor Morris, John D., Thesis advisor Hunt, John J., Thesis advisor |
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Type of Resource: | text | |
Genre: | Electronic Thesis Or Dissertation | |
Date Issued: | 1995 | |
Publisher: | Florida Atlantic University | |
Place of Publication: | Boca Raton, Fla. | |
Physical Form: | application/pdf | |
Extent: | 148 p. | |
Language(s): | English | |
Summary: | Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements. | |
Identifier: | 12404 (digitool), FADT12404 (IID), fau:9302 (fedora) | |
Collection: | FAU Electronic Theses and Dissertations Collection | |
Note(s): |
Thesis (Ed.D.)--Florida Atlantic University, 1995. College of Education |
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Subject(s): |
Hypertext systems Interactive multimedia Concept learning Computer-assisted instruction Curriculum planning Human-computer interaction |
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Held by: | Florida Atlantic University Libraries | |
Persistent Link to This Record: | http://purl.flvc.org/fcla/dt/12404 | |
Sublocation: | Digital Library | |
Use and Reproduction: | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
Host Institution: | FAU | |
Is Part of Series: | Florida Atlantic University Digital Library Collections. |