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|dc.identifier.citation||Journal of Computer Assisted Learning, 21(1): 53-64(12), Feb 2005||en|
|dc.description.abstract||Prior 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.title||Hypermedia learning and prior knowledge: Domain expertise vs. system expertise||en|
|Appears in Collections:||Computer Science|
Dept of Computer Science Research Papers
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