Summary: Learning from hypertext requires learners to decide on a selection and order of nodes to be visited and to integrate the contents of different nodes into a coherent situational representation. These demands should be accomplished more easily by ...

Summary: According to , ) hypertext is well-suited to foster skill acquisition from examples. However, many learners do not make use of this didactic potential. Thus, in three experiments (with N = 80 each) ...

Summary: The specifity of learners' processing goal is an essential factor in learning and problem solving with educational hypertext. There is a reported trade-off between steady navigation and higher comprehension of general knowledge shown by learners ...

Summary: Hypertext environments often incorporate navigational aids in the form of graphical overviews of the hypertext structure to counter the cognitive demands specific to learning with hypertexts. The aim of the present study on learning with ...

Summary: Coherence formation in learning with multiple representations is a cognitively demanding process which often leads to a cognitive overload. Three experimental studies were conducted to analyze whether learners can be assisted externally by an ...

Summary: Three trends in research on the effectiveness of Hypertext/Hypermediasystems are discussed. (1) There is an increasing use of a capacity view of learning with these systems, allowing for an interpretation of research results based on the amount ...

Summary: The present study investigates a) the accuracy of teacher judgments on students' learning- and achievement-related traits and b) whether different aspects of teachers' judgment accuracy can be ascribed to an underlying general factor of ...

Summary: Frame of reference models assume that both, social and intraindividual (= “dimensional”) comparisons affect the academic self-concept. Comparing one's achievement in a domain A with lower achievement in another domain B (dimensional downward ...