Conceptual Representation Embodied in Hypermedia: An Approach to Promoting Knowledge Co-Construction - New Science of Learning - page 344

suggest that dyads using the F-hypermedia focused on understanding whereas dyads
using the S-hypermedia were focused on completing the task. The dyads in the
F-hypermedia condition used specific question-driven strategies when planning their
exploration whereas the dyads in the S-condition applied task completion-driven
strategies. Consequently, the dyads in the F-hypermedia condition checked their
learning progress more often than the dyads in the S-hypermedia condition. The
S-hypermedia dyads did more verbatim reading and, consequently, engaged in less
constructive processing than the F-hypermedia dyads. Students in the F-hypermedia
condition made greater improvement in understanding nonsalient phenomena than
those in the S-hypermedia condition. This is particularly important because these
nonsalient micro-level phenomena are key to understanding respiration at the cel-
lular level. In prior research, novices never mentioned these aspects of the system
(Hmelo-Silver et al., 2007).
Because the content was controlled across both versions of hypermedia, we argue
that it was the alternative conceptual representations underlying the hypermedia
that made such differences. It is important for students to be aware of their own
thinking and to use such metacognitive knowledge to guide their learning plans
and selection of learning strategies. Our findings suggest exploratory study indicate
that the function-oriented conceptual representation helped problematize the con-
tent, encouraging students to set and monitor their learning goals as they explored
the hypermedia. In addition, the functional emphasis can rock the cognitive boat (to
paraphrase Reiser, 2004) and encourage students to engage in setting more specific
learning goals that can be evaluated and to engage in greater constructive processing,
which is important for learning (Chi, Siler, Jeong, Yamaguchi, & Hausman, 2001).
More research is needed to better understand how different hypermedia organization
affects how students regulate their learning.
Acknowledgments This research was funded by an NSF CAREER grant # 0133533 to the second
author. Conclusions or recommendations expressed in this chapter are those of the authors and do
not necessarily reflect the views of the National Science Foundation.
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