Dee-Lucas, D., & Larkin, J. H. (1999). Hypertext segmentation and goal compatibility: Effects on study strategies and learning. Journal of Educational Multimedia and Hypermedia, 8(3), 279-313.

Dee-Lucas, D.;Larkin, J.

1999

Dee-Lucas, D., & Larkin, J. H. (1999). Hypertext segmentation and goal compatibility: Effects on study strategies and learning. Journal of Educational Multimedia and Hypermedia, 8(3), 279-313.

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Hypertext allows students to select information for study accordingto their individual needs. This flexibility potentiallyincreases study efficiency, but may consequently decreasebreadth of learning. The current research examined thistrade-off for hypertext segmented either into many smallunits (more segmented) or fewer larger units (less segmented).It compared study strategies and text recall with a moreandless-segmented hypertext when (a) the more specificunits of the more-segmented hypertext facilitated informationlocation for the study goal, and (b) the location of goalrelatedinformation was equally apparent with both hypertexts.Readers with a more-segmented hypertext focused ongoal-related content, resulting in detailed memory for goalunits but narrower overall recall. Readers with a less-segmentedhypertext explored unrelated units, and recalled abroader range of content. However, when the larger size ofthese less-segmented units made information location moredifficult, fewer readers completed the goal. This researchsuggests that different content segmentations may be appropriatefor different types of goals with hypertext. When the text segmentation is incompatible with the study goal, effectiveuse of hypertext may depend on learner characteristicsinfluencing study persistence (e.g., prior knowledge, motivation,study skills, etc.).

McAleese (1990) suggested using the smallest units possible to provide the maximum number of alternative information paths through hypertext. Results of the current research indicate that maximum flexibility may not always be desirable. The appropriate content segmentation for hypertext depends in part on the nature of the instructional goals for which the text will be used, and the relationship between the text content and goal requirements.

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