Multimedia, Hypermedia, and Hypertext: Motivation considered and reconsidered

Daniel Moos
Elizabeth Marroquin

Abstract

Computer-based instruction (CBI) is becoming increasingly popular in the classroom, particularly because the latest technological advancements allow for visually rich and interactive environments. While the inherent nature of CBIs is often thought to engage learners, research examining the role of motivation in learning with these environments has resulted in mixed findings. These findings are further complicated by unique design characteristics of distinct CBIs. This literature review synthesizes research that has examined the role of theoretically-grounded constructs of motivation in the context of three popular CBIs, multimedia, hypermedia, and hypertext. Specifically, this literature review considered empirical studies that examined the effect of these CBIs on motivation, in addition to the effect of motivation on learning outcomes and the learning process within the context of these environments. The literature review concludes with a theoretical consideration of previous research and a discussion of a framework for future directions.

Keywords

Motivation, Multimedia, Hypermedia, Hypertext, Literature review

APA Citation

Moos, D. C., & Marroquin, E. (2010). Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered. Computers in Human Behavior, 26(3), 265-276.

About the Study

Links to Article http://homepages.gac.edu/~dmoos/documents/CHB2010.pdf
https://doi.org/10.1016/j.chb.2009.11.004
Mode Technology-enhanced, Online
Publication Type Journal Article
In Publication Computers in Human Behavior
Type of Research
Research Design Not applicable
Intervention/Areas of Study
Level of Analysis Student-level
Specific Populations Examined
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest
Student Sample Size
Citing Articles http://homepages.gac.edu/~dmoos/documents/CHB2010.pdf


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