The purpose of this study was to examine the effect of various navigational control options within a hypermedia learning environment on the performance of students who differed in their locus of control orientations. Ninety-three college students were classified as internal or external in their locus of control orientation based on their scores on the Adult Nowicki-Strickland Locus of Control Scale (ANSIE). They were then randomly assigned to one of three treatment groups that differed in the way participants navigated through a hypermedia instructional program dealing with the human heart. In the Linear group, participants navigated through the program in a standard linear fashion. In the Branching group, participants navigated through the program with the help of a hierarchical menu structure. In the Networked group, participants had the additional option of using embedded (associative) hyperlinks. At the conclusion of the program, participants completed a posttest that assessed two types of learning. A 2 X 3 Analysis of Variance was conducted to explore the main effects for locus of control (internal and external) and navigational control (linear, branching, and networked) and any interaction effect between the two factors. The results showed no significant differences in achievement based on participants' locus of control orientation or treatment group. There was also no significant interaction observed. The results provided no support for the hypothesis that different navigation options would improve the performance of learners differing in their locus of control orientation. / Ph. D.

Navigation tools can be used to direct the amount of learner control and interactivity available in a hypermedia hybrid CD-ROM environment. The purpose of this study was to ascertain if varying the amount of learner control and interactivity through the used of navigation tools would influence the achievement and attitude of learners. The design of the study was a quasi-experimental study with random assignment of three ability levels of students to three navigation tool treatment groups. A 3 (navigation tool treatments) by 3 (ability levels) by 2 (achievement and attitude) factorial design was employed to test the hypotheses. A module titled The Poetry Portal was constructed to test 3 navigation tools (linear, menu and search engine) and their effect on achievement and attitude scores. One hundred forty-six eighth grade students were stratified into 3 ability levels (low, middle, high) by Stanford 9 scores. The module content correlated to the English 8 Virginia Standards of Learning. Results of this study based on the data are derived from descriptive statistics, two-way ANOVA, one-way ANOVA and a Tukey/Kramer Post Hoc test. The level of significance was set at .05. Results show a significant gain in achievement for high ability level students using the navigation tool search engine. Significant difference in attitude was found for all ability levels using the navigation tool menu. Suggestions for further research in this area are included. / Ph. D.

Multimedia learning theory, and the research that has supported it, is largely focused on the cognitive elements of learning. Although motivation has been mentioned as a factor in learning in a multimedia environment, motivation has not been measured as a distinctive variable in most studies. Specific attributes of multimedia, including seductive details and segmentation, have been hypothesized to increase interest; however, only studies examining these attributes— effects on learning (measured by recall and transfer) have been conducted. The present study aimed to extend the examination of the use of seductive details and segmentation in multimedia learning by measuring interest in addition to recall and transfer. The participants were 167 undergraduate students who were randomly assigned to four treatment groups involving a tutorial on the formation of lightning, which differed according to the multimedia attributes featured in the tutorial. Treatment groups included seductive details and segmentation (SD+S), seductive details and no segmentation (SD+NS), no seductive details and segmentation (NSD+S), and no seductive details and no segmentation (NSD+NS). Participants took an interest questionnaire before engaging with the tutorial and immediately following the tutorial. Tests of recall and transfer were used to measure learning after the tutorial. Two trained raters evaluated responses. Data from the study were analyzed using Analysis of Variance (ANOVA) and correlation procedures. The results of the study revealed no significant differences among treatment groups in regards to interest, recall, or transfer. There was no significant relationship between interest and recall or interest and transfer. Although the results did not provide support for existing literature on seductive details and segmentation effects or reveal that these attributes increase interest, the implications of the findings present several valuable areas for future research. / Ph. D.

Doctor of Philosophy / Department of Educational Leadership / Sarah Fishback / This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelong learners in the furtherance of creating or sustaining a learning organization. The study began with the administration of the Personal Responsibility Orientation to Self-directed Learning Scale (PRO-SDLS) during the first week of a ten-month resident course and concluded with a second administration of the PRO-SDLS at the end of the course. In addition to a total score, the PRO-SDLS provided results for four dependent variables: learner initiative, learner self-efficacy, learner control, and learner motivation. Though effect size varied, this study found a statistically significant difference in pretest to posttest scores differences between white and non-white in both total score and in the subcomponent of learner motivation. Additionally, the change in scores for learner motivation from pretest to posttest for whites was statically significant. Finally, the change in scores for the subcomponent of learner control between students with a bachelor’s degree and those with a master’s degree was also significant. The broader implication of these findings is the caution by Brockett and Hiemsta (1991) that adult educators should consider the individual characteristics of the learner when developing and delivering curriculum. In this case it would appear that either the curriculum or the delivery of the curriculum or a combination of the two may have been experienced differently by white and non-white Army officers; specifically regarding the development of learner motivation.

This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online Microsoft Excel instructional program was developed wherein 197 participants had control over when and where they completed training, the content they reviewed, the delivery medium (text-based or video-based), and the sequencing and pace at which they progressed through training. Participants in the experimental condition were periodically asked questions (i.e., self-regulation prompts) designed to encourage self-assessment of learning progress and strategies. All participants completed questionnaires before and after training. Findings did not support the hypothesized model. Implications and limitations as well as recommendations for future research will be discussed.

This dissertation study was intended to verify whether the positive effects of the roll-over annotation presentation format on reducing cognitive load and enhancing vocabulary and comprehension of 5th-grade children (Morrison, 2004) can be extended to college students' learning from a web-delivered text. In order to answer this research question, relevant constructs, such as cognitive load, learner control and learning, have been examined in this experimental study of 149 undergraduate students in a state university at College of Education. No single effect of annotation presentation format on cognitive load was found, but an interaction effect on cognitive load was revealed between annotation presentation formats and pre-existing knowledge in this study of online education, similar to the interaction effect between annotation presentation formats and learners' reading experience found in traditional textbook learning (Yeung, Jin and Sweller, 1998; Yeung, 1999). Besides, students' computer experience also had a significant impact on their perceived cognitive load. One more key finding from this study was that the embedded annotation presentation format generated the least learner control, significantly different from other annotation presentation formats. In conclusion, an adaptive approach to the design of annotation presentation formats is recommended, for example, individual differences including learners' familiarity with content should be considered along with different annotation presentation formats so as to reduce learners' overall cognitive load. Additionally, learners' computer experience should be examined when hypertext annotations are used. Finally, choices of annotation presentation formats should be well-conceived to balance cognitive load, learning, and learner control.

No description available.

Educational hypermedia has been heralded as providing instruction that accommodates learners' individual differences, allowing them to learn in accordance with their unique needs, desires, and preferences. Advocates of hypermedia point to learner control, multimedia capability, and parallels to theories of human memory as evidence for educational hypermedia1s efficacy. While intuitively appealing, empirical research has not confirmed (or rejected) this assumption. Nor is there compelling evidence to suggest that learners who posses different cognitive styles benefit equally from educational hypermedia environments. This study reports on an examination of cognitive style field dependence/independence and learner control of presentation mode within an educational hypermedia environment. Participants were 122 high school juniors and seniors enrolled in classes whose curricula dealt with the political process. The experimental sites were three high schools located in North Carolina, Virginia, and West Virginia. Learners classified as field dependent and field independent were asked to explore a commercial hypermedia program concerning the presidential primary election process. Participants were randomly assigned to one of two versions of the program, a control group which utilized the commercially designed multimedia presentations and a treatment group that offered the choice of single-channel presentations in addition to the multiple-channel presentations. After interacting with the program participants completed a ten item post test consisting of five recall and five problem-solving questions. Their actions within the hypermedia environment were automatically tracked by the computer. Data analysis consisted of a 3 x 2 ANOVA to examine interaction between field dependency and learner control of presentation mode as measured by the post test. Field dependency was correlated with frequency of multiple-channel selections. A secondary analysis examined main effects and interactions on the recall and problem-solving questions separately utilizing a 3 x 2 ANOVA. Data analysis revealed no correlation between field dependency and frequency of multimedia selections. The study found no significant interaction between field dependency and control (program or learner) of presentation mode as measured by the ten item post test. Separate analysis of the recall and problem-solving questions also revealed no significant interaction. / Ph. D.

Web-based lessons teaching graph construction techniques (via the internet) were presented to 144 undergraduate and graduate college students. One group experienced program-controlled tutorials requiring them to construct answers in a defined sequence. A second group experienced identical lesson material in the form of typographically cued text presentations. The programmed instruction students performed significantly better than the cued-text group on an immediate computer-based posttest assessing comprehension of the graphing lesson material. The cued-text group performed better on an applied graphing assignment. The experiment did not account for individuals internet study habits or the metacognitive approaches to learning employed by the study participants.

abstract: This study aims to uncover whether English Central, an online English as a Second Language tool, improves speaking proficiency for undergraduate students with developing English skills. Eighty-three advanced English language learners from the American English and Culture Program at Arizona State University were randomly assigned to one of three conditions: the use of English Central with a learner-control, shared-control, and a no-treatment condition. The two treatment groups were assigned approximately 14.7 hours of online instruction. The relative impact of each of the three conditions was assessed using two measures. First, the Pearson Versant Test (www.versanttest.com), a well-established English-as-a-second-language speaking test, was administered to all of the participants as a pre- and post-test measure. Second, students were given a post-treatment questionnaire that measured their motivation in using online instruction in general, and English Central specifically. Since a significant teacher effect was found, teachers involved in this study were also interviewed in order to ascertain their attitude toward English Central as a homework tool. Learner outcomes were significantly different between the shared and learner conditions. Student motivation was predictive of learning outcomes. Subjects in the shared condition outperformed those in the learner condition. Furthermore, those in the shared condition scored higher than the control condition; however, this result did not reach statistical significance. Results of the follow-up teacher survey revealed that while a teacher's view of the tool (positive or negative), was not a predictor of student success, teacher presentation of the tool may lead to a significant impact on student learning outcomes. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2015