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ABSTRACT
Hypermedia learning systems have been gaining much attention over the past two decades. Although several theorists have indicated that hypermedia structures can be structured to reflect the human minds cognitive structure, it has yet to be determined whether hypertext systems can simulate different types of learning environments so as to facilitate the achievement of different types of learning objectives. The purpose of this study was to review literature related to how students learning within hypermedia learning environments and to identify current perceived problems related to hypermedia research which is limiting its use and generalizability. Identified problems include: (1) irrelevant assessment of outcome variables, (2) weak methodological design in conducting experimental research, (3) lack of theoretical foundations in designing hypertext systems (4) lack of specification of precise learning outcomes and (5) lack of of learner's prior knowledge in the content area. Furthermore, suggestions are made to reform the future hypermedia research agenda. The suggestions include: (1) future research should focus on assessing relevant student's learning outcomes (knowledge acquisition, knowledge integration, knowledge generation) (2) researchers should develop reliable and valid instruments and methodology of experimental design ( reporting reliability of criterion measures), (3) hypermedia design should reflect hypotheses derived from established learning and instructional design theory, and (4) future studies should consider learners' prior knowledge and varied learning styles. The ultimate goal of this article was to examine the research base in hypermedia on learning in order to identify existing limitation inherent in existing research and to provide a research agenda the results of which would assist instructional designers in producing appropriate instructional materials to facilitate student achievement of the varied levels of performance outcomes.
INTRODUCTION
Hypermedia learning environments are currently being employed as major components for designing and implementing educational and training learning environments. This fact can be validated by the increasing number of online courseware in school settings and corporate environments as well as by the number of articles and journals in hypertext-related literature.
Several theorists and researchers in the field of instructional technology have made strong arguments for integrating hypermedia technologies into educational and training environments. They have argued that hypertext structures match with human mind's cognitive structure, and that this congruence can facilitate learning. For example, Kearsley has indicated that "hypertext...