The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning |
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| Authors: | Katharina Scheiter Peter Gerjets Brigitte Vollmann Richard Catrambone |
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| Institution: | aDepartment of Applied Cognitive Psychology and Media Psychology, University of Tuebingen, Konrad-Adenauer-Str. 40, 72072 Tuebingen, Germany;bKnowledge Media Research Center, Konrad-Adenauer-Str. 40, 72072 Tuebingen, Germany;cSchool of Psychology, Georgia Institute of Technology, Atlanta, GA 30332-0170, USA |
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| Abstract: | Against the background of an adaptation of Cognitive Load Theory to learner-controlled settings we investigated the impact of learner characteristics on information utilization strategies, cognitive load, and learning outcomes in a hypermedia environment. Based on the data of 79 students, five clusters of students were identified according to their learner characteristics by means of a cluster analysis. Further analyses showed that learners with more favorable characteristics (i.e., higher prior knowledge, more complex epistemological beliefs, more positive attitudes towards mathematics, better cognitive and metacognitive strategy use) tended to show a more adaptive example utilization behavior, reported less cognitive load, and solved more problems correctly than learners with less favorable characteristics. |
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| Keywords: | Hypermedia Learner characteristics Strategies Logfile analyses Problem solving Cognitive Load Theory Learner control |
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