Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



Response to Hypermedia and Hypertext

Irene Southern

on 16 February 2011

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Multimedia

Akyel, A. & Ercetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System 37, 136–152

Akyel and Ercetin’s results indicate that processing strategies used by advanced learners of English in hypermedia reading are not essentially different from those reported for printed
texts. However, some processing strategies are not used in hypermedia reading, while strategies for utilizing annotations and navigating through the text were identified. Hypertext assisted those with higher prior knowledge develop cognitive and metacognitive skills and helped those with lower prior knowledge gain the information required.
Konishi, M. (2003). Strategies For Reading Hypertext By Japanese ESL Learners. The Reading Matrix. 3(3), 97 - 119
Konishi reported that the multi-linear and open-ended characteristics of hypertext required readers to utilize intertextual strategies. All the participants used several strategies, categorized as navigational strategies, which are unique to reading hypertext.

The most significant finding from this study is that some participants expanded their
intelligent curiosity over the extent of the tasks they were assigned to and voluntarily went
into more pages to read, even though they understood that those pages did not contribute to
the task directly. It is the characteristics of hypertext such as multi-linearity and
openendedness that made those behaviours possible.
De Ridder, I (2002). Visible Or Invisible Links: Does The Highlighting Of
Hyperlinks Affect Incidental Vocabulary Learning, Text Comprehension, And The Reading Process? Language Learning & Technology, 6(1), 123-146.

The results of the research carried out indicate that when reading a text with highlighted hyperlinks, readers are significantly more willing to consult the gloss. This increased clicking does not slow down the reading process, nor does it affect text comprehension, and does not increase the vocabulary learned incidentally. The reading task does not seem to alter the clicking behaviour of the students but seems to influence the reader's vocabulary learning: A content-oriented reading task decreases the reader's attention for vocabulary.
Butcher-Powell, L.M. (2005). Teaching, Learning and Multimedia. In Mishra, S. & Sharma, R.C. eds. (2005). Interactive Multimedia in Education and Training. London: Idea Group Publishing.
Butcher Powell proposed a Multimedia Pedagogical model based on Problem Based Learning and Student Centred Discussion which has at its heart student-centred multimedia resources used in the classroom which are then extended outside the classroom and brought back into the class for further discussion. It would seem that the integration of multimedia resources into the pedagogical approach that is key to the improvement in motivation, greater student engagement and retention of understanding gained.
Have we all got a bit carried away by Multimedia?
Perhaps a good student-centred
pedagogical approach can work with or without multimedia.
Full transcript