The effects of hypercard authoring on knowledge acquisition and assimilation

• Published in: Computers in human behavior Vol. 11; no. 3; pp. 605 - 618
• Main Authors: Reed, W.Michael, Rosenbluth, Gwendolyn S.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 1995
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/0747-5632(95)80020-9

The results of this study, for the most part, indicate that students engaging in the development of HyperCard-based programs featuring the various factors affecting the values of certain decades promotes an increased awareness of the interrelatedness of these factors. Because the students' perceptions of some factors were significant from pretreatment to posttreatment and others were not, it can be assumed that these changes in perceptions were due to the linking nature of the HyperCard authoring language. This study reflects an instructional attempt to use technology effectively with various content areas. It blends the two — content areas and technology — and serves as a suitable model for other curriculum developers. This study is unique from the majority of studies on hypermedia in that it centered on students as creators of such programs, rather than users of them.