To view the full text of this article...

The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Moos, D. & Azevedo, R. (2006). The Role of Goal Structure in Undergraduates’ Use of Self-Regulatory Variables in Two Hypermedia Learning Tasks. Journal of Educational Multimedia and Hypermedia, 15(1), 49-86. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6132.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 15, Issue 1, January 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Authors

Daniel Moos, Roger Azevedo, University of Maryland, USA

Abstract

We collected think-aloud and posttest data from 60 undergraduates to examine whether they used different proportions of self-regulated learning (SRL) variables in two related learning tasks about science topics while using a hypermedia environment. We also manipulated the goal structure of the two hypermedia learning tasks in order to explore whether the goal structure of the learning task is related to the use of SRL variables. Participants were randomly assigned to one of three conditions (mastery goal structure, performance-approach goal structure, or performance-avoidance goal structure) and participated in two 20-minute learning tasks in which they used hypermedia to learn about the circulatory system in one learning task and the respiratory system in another. Results indicate that a mastery goal structure and a performance-approach goal structure are related to undergraduates' use of similar proportions of SRL variables in two hypermedia learning tasks, whereas a performance-avoidance goal structure is related to undergraduate's use of different proportions of SRL variables, specifically planning, in two similar hypermedia learning tasks. Based on these results, the implications for the design of hypermedia learning environments are discussed.

Keywords

• Social Sciences
• Cognition
• Educational Technology
• Multimedia

Also Read

• Generative Learning Strategies and Metacognitive Feedback to Facilitate comprehension of Complex Science Topics and Self-Regulation
• Strategic Blending: A Conceptual Framework to Improve Learning and Performance
• PROMOTING SELF-REGULATED LEARNING IN AN ON-LINE ENVIRONMENT
• Using Question Prompts as Metacognitive Scaffolds in Science Reading Comprehension
• The Metacognitive Approach to Computer Education: Making Explicit the Learning Journey
• Learners' Perceived Value of Video as Mediation in Foreign Language Learning
• Research Highlights in Technology and Teacher Education 2009
• Finding a Balance in Dimensions of Blended Learning
• Evaluation of Educational Multimedia Support System for Students with Deafness
• The Effects of Spatial Visualization Ability and Graphical Navigational Aids on Cognitive Load and Learning from Web-Based Instruction

Tags