Students' learning through hypermedia.

Area of Science:

• Educational Technology
• Cognitive Science
• Biology Education

Background:

• Traditional learning methods may not fully support complex knowledge structuring.
• The integration of digital tools in education is rapidly evolving.
• Understanding how students interact with hypermedia is crucial for optimizing learning.

Purpose of the Study:

• To evaluate the effectiveness of hypermedia software for learning biological concepts.
• To assess the impact of hypermedia on knowledge retention, concept association, and structuring.
• To explore the relationship between student navigation patterns and learning outcomes.

Main Methods:

• A study involving 72 fifth-grade students from urban schools in Southern Chile.
• Four groups were compared: hypermedia software, linear electronic book, printed brochure, and a control group.
• Learning and retention, remote concept association, and conceptual map construction were measured.

Main Results:

• All groups showed increased information retention and improved remote concept association and conceptual map construction.
• Students using hypermedia software achieved significantly higher scores in remote concept association.
• Hypermedia navigation patterns correlated with the richness of conceptual maps and remote concept association.

Conclusions:

• Hypermedia software is a valuable tool for enhancing remote concept association and conceptual map development in biology education.
• Student navigation patterns within hypermedia environments can be indicative of their ability to structure and relate conceptual information.
• Educational software design should consider facilitating effective navigation to support deeper learning.