Instructional support for skill acquisition from examples in hypermedia-based learning environments

According to Gerjets, Scheiter and Tack (2000, 2003) 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) instructional support methods to counteract these strategic deficits were investigated. In Experiment 1 it was tested whether a linearization of learning materials improves learning outcomes by reducing control demands and by increasing example utilization quantitatively. In Experiment 2 we aimed at fostering the quality of example processing and at reducing illusions of understanding by means of incomplete examples and feedback. In Experiment 3 processing prompts were used to elicit a more intensive elaboration of the relation between abstract information und examples. The experiments show that especially prompts encourage learners to use the advantages of hypertext.