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Using Hypermedia for Learning Complex Concepts in Chemistry: A Qualitative Study on the Relationship Between Prior Knowledge, Beliefs, and Motivation

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Abstract

This paper reports the results of a qualitative study on the process of learning complex concepts in chemistry by four students as they worked with FLiPS (Flexible Learning in the Periodic System), a cognitive flexibility multi-media hypertext for learning about the periodic system of elements. A wide range of probes (think-alouds; navigation logs; observational notes, interviews; pre- and post-tests; epistemic beliefs survey; and background questionnaire) produced a rich data set for analysis. This data was analyzed to construct rich narrative case- and cross-case narratives of the participants' process of working and learning in this complex hypertext environment. This multi-level analysis offers insight both into the fine-grained process of use as well as the larger issues of the pedagogical significance of FLiPS. Our analysis reveals a complex relationship between epistemic beliefs, student motivation, prior knowledge, and process of learning from hypertext. We offer implications for future research, design and the application of pedagogical hypertexts.

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  1. Learning Technology & Culture Program, Michigan State University, 509A Erickson Hall, East Lansing, MI, 48824

    Punya Mishra

  2. Learning, Technology & Culture Program, Michigan State University, 401C Erickson Hall, East Lansing, MI, 48824

    Aman Yadav

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  1. Punya Mishra
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Correspondence to Punya Mishra.

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Requests for reprints should be sent to Punya Mishra, Learning, Technology, and Culture Program, Michigan State University, 509A Erickson Hall, East Lansing, MI 48824. E-mail: punya@msu.edu

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Mishra, P., Yadav, A. Using Hypermedia for Learning Complex Concepts in Chemistry: A Qualitative Study on the Relationship Between Prior Knowledge, Beliefs, and Motivation. Educ Inf Technol 11, 33–69 (2006). https://doi.org/10.1007/s10639-005-5712-6

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