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首页> 外文期刊>Journal of educational multimedia and hypermedia >Effects of Learner Control and Hypermedia Preference on Cyber-students Performance in a Web-Based Learning Environment
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Effects of Learner Control and Hypermedia Preference on Cyber-students Performance in a Web-Based Learning Environment

机译：基于网络的学习环境中学习者控制和超媒体偏好对网络学生表现的影响

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摘要

This study investigated whether the factor of "hypermedia preference" in a web-based learning environment (WBLE) affects students' task performance under "learner control with and without advisement" conditions. Eighty-one undergraduates at National Taiwan Normal University were randomly assigned to a learner-controlled treatment, with or without advisement. Two-way full factorial model ANOVA was used to test for main effects and the interaction assumption between hypermedia preference and conditions of control on means difference between posttest and pretest scores. As expected, students' task performance is mainly affected by learner control (with/without advisement). However, although students' hypermedia preference has no direct relation to their performance in WBLE, when hypermedia preference works together with learner control, there is a significant joint influence on students' task performance. Students with a low hypermedia preference level benefited significantly from the presence of learner control with advisement. Students with a high hypermedia preference level were not significantly affected by the presence or absence of learner control with advisement.
机译：这项研究调查了在基于Web的学习环境（WBLE）中“超媒体偏爱”的因素是否会影响“有无建议的学习者控制”条件下学生的任务表现。国立台湾师范大学的81名大学生被随机分配到一个由学习者控制的治疗方案，无论有无建议。使用双向全因子模型ANOVA来测试主要影响以及超媒体偏爱与控制条件之间的交互假设，这些条件取决于测试后和测试前得分之间的均值差异。不出所料，学生的任务表现主要受学习者控制（有/没有建议）的影响。但是，尽管学生的超媒体偏爱与他们在WBLE中的表现没有直接关系，但是当超媒体偏爱与学习者的控制一起工作时，对学生的任务表现会产生重大的共同影响。超媒体偏爱水平低的学生可以从学习者的控制和建议中受益匪浅。高中级偏爱水平较高的学生在有无学习指导的情况下并没有受到明显影响。

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