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dc.contributor.authorMitchell, TJF-
dc.contributor.authorChen, SY-
dc.contributor.authorMacredie, RD-
dc.identifier.citationJournal of Computer Assisted Learning, 21(1): 53-64(12), Feb 2005en
dc.description.abstractPrior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students’ learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non-linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results.en
dc.format.extent502858 bytes-
dc.publisherBlackwell Scienceen
dc.subjectDomain knowledgeen
dc.subjectHypermedia learningen
dc.subjectIndividual differencesen
dc.subjectSystem experienceen
dc.titleHypermedia learning and prior knowledge: Domain expertise vs. system expertiseen
dc.typeResearch Paperen
Appears in Collections:Computer Science
Dept of Computer Science Research Papers

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