Home PublicationsJRTEPast IssuesVolume 31 Number 3

Edited by Diane McGrath, Kansas State University

formerly Journal of Research on Computing in Education

Michael F. Ruffini
Delaware State University

Abstract

This study analyzed the effects of using hypermedia to review lecture notes. The hypermedia group used hypermedia in addition to traditional notes, while the traditional group used only traditional notes. An analysis of covariance revealed significantly higher performance for the hypermedia group than the traditional group. In the hypermedia group, a significant relationship between the amount of time reviewing lecture notes and achievement was confirmed. Descriptive analysis showed that on average, 72% of the hypermedia group indicated a positive attitude toward the hypermedia experience. Thus, the use of hypermedia enhanced performance and was viewed as a positive experience by the majority of participants.
Read appendix...

Contributor

Michael F. Ruffini received an EdD in Instructional Technology Education from Widener University in 1997. He is an assistant professor in the Instructional Technology Department at Delaware State University. (Address: Dr. Michael Ruffini, 236 Evergreen Street, West Grove, PA 19390; mruffini@brandywine.net.)

A PDF file of the full article is available. Contact: jrte@iste.org. Please specifiy Volume and Issue number and article name.