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A Study on Students' Cognitive Changes with Hypermedia : Focusing on ill-structured knowledge domains in school


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  • 学校教育におけるハイパーメディア教材の利用可能性の検討 : 「難構造化知識領域」の学習に焦点をあてて
  • ガッコウ キョウイク ニ オケル ハイパーメディア キョウザイ ノ リヨウ カノウセイ ノ ケントウ ナン コウゾウカ チシキ リョウイキ ノ ガクシュウ ニ ショウテン オ アテテ

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The purpose of this paper is to gain some implications of hypermedia systems in school. Most of the previous studies paid attention to the hypermedia technology itself. Moreover, many researchers argued that hypermedia systems had the potential to overcome deficiencies inherent in the traditional teaching and learning approaches. However, there is no sufficient basis for confirming the potential. Thus, in this paper, I analyzed students' cognitive changes with hypermedia (CD-ROM material), focusing on ill-structured knowledge domains in school for case studies. The concrete tasks were as follows; (1) To consider the arguments of ill-structured knowledge domains related to hypermedia. (2) To investigate the students' cognitive changes with CD-ROM material by concept mapping. (3) To examine the teacher's concept map and compare it with the students'. The results were as follows; (1) In comparing the students' pre- and post-concept maps, hypermedia was useful for learning in ill-structured knowledge domains in school. (2) In examining the teacher's concept map, she tended to have sophisticated and well-structured cognitive structure. Moreover, it tended to influence those of students and interfere with learning in ill-structured knowledge domains in school. In conclusion, I supposed that hypermedia systems could be an appropriate teaching method in ill-structured knowledge domains in school.


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