Student-Directed Learning Using HyperCard

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Decisions in Inferential Statistics with HyperCard:

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Teaching teachers to use HyperCard: a minimal manual approach

Untrained computer users often find traditional comprehensive manuals difficult and daunting. A minimal manual for HyperCard on the Macintosh was developed to ascertain the practicability of untrained classroom teachers learning HyperCard. To this end, the extent and type of use of the manual and software by teachers over a period of occasional use in their own time was recorded. Certain patterns of use were identified from self-report forms completed by 23 of the original 27 subjects and from structured proficiency tests performed in the presence of an interviewer. The manual was rated low on difficulty and high on usefulness. While only three were judged to be able to create their own stacks at the end of the course, most subjects achieved high proficiency up to that level within an average study time of 27 hours. It is concluded that the most effective use of HyperCard by teachers is in using their skills to modify existing stacks for their teaching rather than to create new materials from scratch.     

An Example of Software Development and Authoring with HyperCard:

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Using HyperCard to make architecture education more learner-centred

The authors are developing a communication strategy to promote the potential contribution of students in the design of learner-centred material for architecture education. They start by drawing an analogy with practising architects' strategies for communicating with collective clients and the way in which such experience can increase understanding among teachers, students, and designers of pedagogic material. In support of feasibility, the authors describe experiences and observations of students producing prototypes of pedagogic material within HyperCard on a Macintosh. They discuss the benefits of this approach.     

Assessment of expert-novice chemistry problem solving using HyperCard: Early findings

Results of a HyperCard method for assessing the performance of expert and novice high school chemistry students solving stoichiometric chemistry problems (balancing chemical equations) have been reported. The assessment involved the use of a HyperCard instrument (Hyperequation) developed on a Macintosh platform to administer a set of five chemistry problems, register student responses, and collect data related to student performance. The chemistry problems have been previously tested and validated in traditional (pen-paper) assessment settings by other researchers. MANOVA results indicate a significant difference between the performance of expert and novice students solving the five stoichiometric chemistry problems using the Hyperequation. The study shows promise in that a HyperCard assessment method could differentiate between the performance of experts and novices in problem solving. The implication is that HyperCard might be a suitable technology for developing performance assessment methods not only in chemistry but also in other science disciplines.     

HyperCard for the Design,Development, and Delivery of Instruction

The innovative software product HyperCard™ introduced in August, 1987, and today distributed free of charge with Apple Computer Incorporated's Macintosh line of computers, has sparked a flurry of interest among computer users. HyperCard represents advanced technology that, in a short time, has been put in the hands of hundreds of thousands of users, including a significant number of instructional designers and performance technologists. This article has three sections that introduce instructional designers and performance technologists to HyperCard. The first section describes just what HyperCard is and summarizes how it works. The second section presents the theoretical background of the program, from the perspectives of both cognitive psychologists and futuristic thinkers in the computing world. Finally, the third section describes three uses of HyperCard: (a) as a database management program, (b) as a vehicle for implementing hypermedia applications, and (c) as an authoring tool. For each of these three functions, the advantages and disadvantages of HyperCard for instructional designers and performance technologists are explored.     

A Comparison of the Language Features of BASIC and HyperCard

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The Comparative Effects of BASIC Programming versus HyperCard Programming on Problem Solving,Computer Anxiety,and Performance

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A study of the effect of HyperCard and pen-paper performance assessment methods on expert-novice chemistry problem solving

This study investigated HyperCard as a tool for assessment in science education and determined whether or not a HyperCard assessment instrument could differentiate between expert and novice student performance (balancing stoichiometric equations) in science education. Five chemical equations were presented by traditional pen-paper and by a HyperCard (Hyperequation) program. Thirty honors (expert) and 30 regular (novice) chemistry students were randomly divided into HyperCard and traditional pen-paper groups of 15 students each. Scoring was based on five dependent variables: performance scores, number of attempts, rate of attempts, time on task, and correctness. Correlation results indicated that students with high performance scores correctly balanced more equations, required fewer attempts to balance equations, and required less time per attempt than did students with low performance scores. MANOVA results showed that performance scores and correctness scores for both experts and novice were significantly higher on HyperCard compared to pen-paper assessment; the novice scores on HyperCard nearly equaled the expert pen-paper assessment scores. Significant interactions were found for time on task and for correctness. The results suggest that HyperCard can be a suitable tool for assessment in science education and that such an instrument can differentiate between expert and novice student performance.