Next Article in Journal
Investigating the Effectiveness of Group Work in Mathematics
Previous Article in Journal
Using Institutional Resources and Agency to Support Graduate Students’ Success at a Hispanic Serving Institution
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2016, 6(3), 29; doi:10.3390/educsci6030029

Hypertext or Textbook: Effects on Motivation and Gain in Knowledge

Centre of Maths and Science Education, University of Bayreuth, University Campus, 95447 Bayreuth, Germany
*
Author to whom correspondence should be addressed.
Academic Editor: James Albright
Received: 4 April 2016 / Revised: 16 July 2016 / Accepted: 16 August 2016 / Published: 24 August 2016
View Full-Text   |   Download PDF [1522 KB, uploaded 24 August 2016]   |  

Abstract

Computers are considered innovative in classrooms, raising expectations of increased cognitive learning outcomes or motivation with effects on Deeper Learning (DL). The “new medium”, however, may cause cognitive overloads. Combined with gender-related variations in ability, self-efficacy or self-confidence, computers may even diminish learning effects. Our empirical study used a quasi-experimental design and the Intrinsic Motivation Inventory (IMI) to monitor efficacy in knowledge gain and motivation when using computer-aided versus textbook-based educational units. Our sample consisted of 393 eighth graders. One objective focused on gender effects associated with autonomous teacher-assisted learning via interactive software or an appropriate textbook. Both groups finished with a recapitulation with the teacher. A third group concluded a computer-aided lesson with a computer quiz. To provide evidence for DL we tested long-term memory after six weeks and examined its correlation with intrinsic motivation factors. In general, our intervention affected the girls’ but not the boys’ intrinsic motivation. We recorded significantly higher post-test scores in the textbook-based lesson, but the differences vanished in the retention test. The teacher-assisted consolidation phase increased long-term knowledge and positively intervened with the students’ interest. Thus, we found evidence for DL. View Full-Text
Keywords: Deeper Learning; e-Learning effectiveness; gender issues; intermedia comparison; learning motivation; hypertext; evaluation of e-Learning; cognitive load Deeper Learning; e-Learning effectiveness; gender issues; intermedia comparison; learning motivation; hypertext; evaluation of e-Learning; cognitive load
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Conradty, C.; Bogner, F.X. Hypertext or Textbook: Effects on Motivation and Gain in Knowledge. Educ. Sci. 2016, 6, 29.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top