Higgins K, Boone R, Lovitt T C
University of Nevada, Department of Special Education, Las Vegas 89154, USA.
J Learn Disabil. 1996 Jul;29(4):402-12. doi: 10.1177/002221949602900408.
Student use of pop-up text windows that support or extend information found in a high school social studies text provides a detailed look into the instructional effectiveness of a set of hypermedia study guides. Twenty-five students, 19 male and 6 female, with a mean age of 14.6 years participated in this study. Thirteen were students with learning disabilities and 12 were remedial students. Findings from the study indicate that hypertext (text-only) support provides adequate reinforcement to move remedial students and students with learning disabilities toward continued, unprompted use of a hypermedia study guide, and that short-term and long-term retention of information can be expected from text-only information support. Students who had access to the hypermedia study guides exhibited better information retention than students who did not use the hypermedia study guides.
学生使用支持或扩展高中社会研究文本中信息的弹出式文本窗口，能详细了解一组超媒体学习指南的教学效果。25名学生参与了这项研究，其中19名男生，6名女生，平均年龄为14.6岁。13名是有学习障碍的学生，12名是补习生。研究结果表明，超文本（仅文本）支持为补习生和有学习障碍的学生持续、自主使用超媒体学习指南提供了充分的强化，并且仅文本信息支持可以预期信息的短期和长期保留。能够使用超媒体学习指南的学生比未使用超媒体学习指南的学生表现出更好的信息保留能力。
