Didactische structurering van multimedia

Abstract

When learning with hypermedia, students have a lot of room for exploration. Free exploration is often found to lead to higher motivation, however there is also a high risk of cognitive overload. Controlled environments, on the other hand, can prevent cognitive overload, although they also tend to reduce motivation. The main focus of this study is how control versus autonomy affects the students type of motivation and type of learning results when working with a Digital Audio-Visual Database (ED*IT). Also the extend to which the students level of expertise has an influence on these effects is examined.