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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
PubMed
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.

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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.

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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.