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Hypertext support for remedial students and students with learning disabilities
K Higgins1, R Boone, T C Lovitt
1University of Nevada, Department of Special Education, Las Vegas 89154, USA. Higgins@Nevada.edu
Journal of Learning Disabilities
|July 1, 1996
Summary
Hypertext (text-only) pop-up windows in study guides effectively support remedial and learning-disabled students, improving information retention. These hypermedia tools encourage continued, unprompted use for better learning outcomes.
Area of Science:
- Educational Technology
- Human-Computer Interaction
- Learning Sciences
Background:
- Hypermedia study guides offer supplementary information via pop-up text windows.
- Effectiveness of these guides for diverse student populations requires investigation.
Purpose of the Study:
- To evaluate the instructional effectiveness of hypermedia study guides.
- To assess the impact of text-only hypertext support on student learning and retention.
Main Methods:
- Study involved 25 high school students (13 learning disabled, 12 remedial).
- Utilized pop-up text windows within hypermedia study guides for social studies content.
- Compared information retention between students using and not using the guides.
Main Results:
- Text-only hypertext support encouraged unprompted use of the hypermedia study guides.
- Students using the hypermedia study guides demonstrated superior short-term and long-term information retention.
- Adequate reinforcement was observed for remedial and learning-disabled students.
Conclusions:
- Hypermedia study guides with text-only support are effective instructional tools.
- These guides enhance information retention for students, particularly those with learning disabilities and remedial needs.
- Text-based hypermedia can foster independent learning and improve academic outcomes.