1. 1 Hypermedia learning and prior knowledge: domain expertise vs. system expertise. Timothy J. F. Mitchell, Sherry Y. Chen & Robert D. Macredie. (2005) Hypermedia learning and prior knowledge: domain expertise vs. system expertise. Journal of Computer Assisted Learning (21), pp53–64 陳銹陵 2006/06/19

2. 2 Introduction Unlike the linear structure of books and traditional computer- assisted learning, hypermedia presents information with non- linear format. (Khalifa & Lam 2002 ) The hypermedia format supports a more flexible approach to instruction that helps students work with that content from several different perspectives. (Spiro et al. 1992) Students who lack the skills of independent study may feel confused because that are used to following their tutors’ instruction and may find it difficult to decide their own learning paths. (Ford & Chen 2000; Last et al. 2001) Research into individual differences in hypermedia learning: gender differences, cognitive styles, prior knowledge. (Holscher & Strube 2000; Last et al. 2001)

3. 3 Introduction The study aims to examine the influence of both domain knowledge and system experience on users’ learning performance and perception of a hypermedia tutorial.

4. 4 Theoretical background-1 Hypermedia learning  Hypermedia learning systems present course material in a non-linear structure, allow learners to control their learning pace, and offer numerous types of navigation support (Chen & Macredie 2002)  Three kinds of learner control: Pace control Sequence control Content control  Navigation support is a critical design issue in hypermedia learning systems. (Bateman & Harvey 1998; Rogers & Erickson 1998) Advanced organisers Graphical overviews Structural cues Learners’ prior knowledge includes levels of computing skills appropriate to the system, (i.e. system experience) and existing understanding of the content area (i.e. domain knowledge).

5. 5 Theoretical background-2 System experience  Among the various variables explained in previous studies, navigation performance and navigation behavior are the main issues discussed in previous works.  With regard to navigation behaviors, numerous studies have shown that learners with differing degrees of system experience have been shown differentially to prefer linear and non-linear pathways through a hypermedia program.

6. 6 Research design Participants  74 undergraduate students Instruments  Hypermedia tutorial Containing material from the ‘Computation and Algorithms’ module.  Questionnaires (Two paper-based questionnaires) Q1- background information (age,gender, prior knowledge of the subject domain) Q2- perceptions of the hypermedia tutorial.  Pre-test and post-test Students were evaluated with a pre-test to examine their levels of prior knowledge of the subject domain and with a post-test to assess learning achievement.

7. 7 Data analysis The between-subjects factors were the students’ prior system experience and domain knowledge. The dependent variables included learning performance and learning perceptions. The former was measured by a gain score, which was calculated as the post-test score minus the pre-test score. The latter was determined by the students’ response to the various questions about the tutorial from Questionnaire. Two-way ANOVA was used to find the interaction effects of domain knowledge and system experience on students’ learning performance and learning perceptions.

8. 8 Conclusions The students with lower domain knowledge gain more benefits from the hypermedia tutorial than those with higher prior knowledge. Examples are useful vehicles for the students with low levels of domain knowledge. The students who enjoy the web and web- based learning are more able to cope with the non-linear interaction.