The Effects of Hypertext and Prior Knowledge on Learning Geographic Information in Social Studies

The results of this study suggest that hypertext can be used in social studies instruction to promote higher-order thinking rather than rote memorization of factual information. In addition, the results of this study clearly support the use of hypertext as an effective instructional medium to compensate for students' lack of background knowledge. Finally, findings from this study provide evidence that the use of hypertext tends to increase student interest in learning social studies by encouraging students to become actively involved in the learning process.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Choi, Heeran Yoon

Contributors dc:contributor

• Cox, C. Benjamin

• Education, Technology of

Language dc:language

eng

Identifier

(MiAaPQ)AAI9737075

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80165