EFFECTS OF EXTERNAL LEARNING-AIDS ON LEARNING WITH ILL-STRUCTURED HYPERTEXT

From a practical point of view the research presented in this article investigates learning in ill-structured hypertext without (efficient) internal learning aids (such as maps, guided tours, or intelligent inf ormation retrieval support), because this kind of learning system is m ore spread in everyday instruction with new information technologies ( e.g., WWW) than educationally well equipped learning systems. Based on the concepts of ''minimalist instruction'' and ''browsing'' three exp eriments;(with high school and college students) concerning learning w ith ill-structured hypertext are depicted. In each of the experiments one different kind of external learning aid (memo pads, learning time, and teaching objectives) was manipulated and examined on its effect o n intentional and incidental knowledge acquisition. Also corresponding traits (action control, achievement motivation, extraversion, and mot ivation for variation) and process variables (e.g., frequency and dive rsity of chosen nodes) were considered as covariables. Statistical pro cedures were focused on CTTI (Complex Trait-Treatment-Interactions)-an alysis with MAN(C)OVA. Results showed that the less students were acti on-oriented the more they profited in intentional learning from using memo pads. The usage of memo pads also decreased incidental learning, especially when many nodes were chosen. Results further indicated that intentional learning was high and incidental learning was low when le arning time was at a medium level. The salience of teaching objectives influenced both types of learning in interaction with the measured mo tivational personality traits. Findings were briefly discussed on the basis of an integrated theoretical aptitude-treatment interaction appr oach to knowledge acquisition using cognitive effort as main construct .