Multimedia, Hypermedia, and Hypertext: Motivation considered and reconsidered

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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

Annotation

This review paper identifies and examines the three popular forms of computer-based instruction (hereafter CBI) (1) multimedia, (2) hypermedia, and (3) hypertext, as well as challenges of CBI and their influence on students’ motivation. Multimedia is defined with various forms through which learners attain knowledge (e.g. text, images, video etc.) Hypertext refers to texts projected on a screen that may contain interlinked information. Unlike multimedia, hypertext allows learners to navigate hyperlinks and thus enables greater level of autonomy. Hypermedia comprise both characteristics of multimedia and hypertext. It is characterized by both multiple formats of information representation and “nonlinear design” (p. 266) for knowledge attainment. The result of literature review reveals that learners, especially those with intrinsic motivation, is prone to attractive details of CBIs. Based on Cognitive Load Theory, these details consumes valuable space that would have been used to process main content of information. Also, they found that self-efficacy was a significant indicator of CBI satisfaction.

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