Hypermedia learning and prior knowledge: domain expertise vs. system expertise

Timothy J. F. Mitchell · Sherry Y. Chen · Robert D. Macredie

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Visual and Cognitive Learning Processes Online and Blended Learning Intelligent Tutoring Systems and Adaptive Learning

Abstract

Abstract Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students' learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non‐linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results.

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