Hypertext Learning Environments, Cognitive Flexibility, and the Transfer of Complex Knowledge: An Empirical Investigation

TLDR

Although hypertext systems for learning complex knowledge have attracted recent attention, theoretical and research perspectives remain limited for understanding learning in nonlinear, multidimensional hypertext instructional systems. The study investigated a theory‑based hypertext learning environment designed to teach a complex, ill‑structured domain. The experimental treatment employed a hypertext procedure that presented material in multiple contexts to highlight different facets of knowledge, drawing on recent cognitive learning theory. The results showed that although the control condition produced higher factual memory, the hypertext-like treatment achieved superior knowledge transfer, suggesting that explicit interrelationships across contexts enhance students’ ability to apply knowledge in new situations.

Abstract

Although the use of hypertext systems for learning complex knowledge has been attracting recent attention, we currently have poor theoretical and research perspectives from which to understand special characteristics associated with learning in nonlinear and multidimensional hypertext instructional systems. A study was conducted to investigate a theory-based hypertext learning environment that provided instruction in a complex and ill-structured domain. The experimental treatment incorporated several features derived from recent cognitive learning theory, in particular a hypertext procedure that presented the instructional material in multiple contexts to highlight different facets of the knowledge. The main results of the study revealed that although the control treatment led to higher performance on the measures of memory for factual knowledge, the more hypertext-like treatment promoted superior knowledge transfer. Overall, these findings suggest hypertext learning environments that present the instructed knowledge by explicitly demonstrating critical interrelationships between abstract and case-specific knowledge components in multiple contexts will help prepare students to use knowledge in new ways and in new situations.