Multimedia Learning with Hypermedia

Abstract

Hypermedia proponents suggest that its ability to make information available in a multitude of formats, provide individual control, engage the learner, and cater to various learning styles and needs makes it the harbinger of a new learning revolution. However, despite nearly two decades of research on hypermedia in education, researchers have not yet solved some of the basic issues raised by this technology. In this chapter, we review empirical studies performed since Dillon and Gabbard's (1998) landmark review in an attempt to analyze and draw conclusions from this diverse and extensive literature. Introduction Since Vannevar Bush's ground-breaking article As We May Think (Bush, 1945), the idea of using technology to link the world's information resources in new ways has been heralded by some as a revolutionary opportunity to design new instructional media. The term hypermedia is commonly used to refer to this type of information resources and is based on the term hypertext , coined by Ted Nelson around 1965 to refer to “nonsequential” or “nonlinear” text where authors and readers were free to explore and to link information in ways that made personal sense for them (Nelson, 1965). In general usage, the terms are often used interchangeably but to be strictly accurate, hypermedia consists of more than linked texts; it includes other forms of media as well, such as images, video, and sound.

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