Effect of web-browsing interfaces in web-based instruction: A quantitative study

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Two major problems were identified in reviewing current research in Web-based instruction: 1) assessment of irrelevant learning outcome variables and 2) weak methodological design in conducting quantitative research. This quantitative study was designed to investigate whether different types of Web-browsing interface in Web-based instruction influence students' learning achievement of varied educational objectives. The studied interfaces were 1) browser scroll, 2) frame-based, and 3) pop-up-window interfaces. This study also investigated a potential interaction between the interface and students' prior knowledge, since prior knowledge had long been considered an important learning variable for acquiring new information. A total of 137 undergraduate students participated in the study. A statistical multivariate analysis of variance (MANOVA) was used to analyze collected data. Results showed significant main effects of independent variables in all criterion tests except for the treatment effect on a comprehension knowledge test.

Original languageEnglish (US)
Pages (from-to)652-657
Number of pages6
JournalIEEE Transactions on Education
Volume48
Issue number4
DOIs
StatePublished - Nov 1 2005

Fingerprint

Students
instruction
learning
student
quantitative research
Analysis of variance (ANOVA)
analysis of variance
multivariate analysis
statistical analysis
knowledge
comprehension
interaction
Multivariate Analysis

All Science Journal Classification (ASJC) codes

  • Electrical and Electronic Engineering
  • Education

Cite this

@article{168d24f91c5147be99bc811b6b141fa3,
title = "Effect of web-browsing interfaces in web-based instruction: A quantitative study",
abstract = "Two major problems were identified in reviewing current research in Web-based instruction: 1) assessment of irrelevant learning outcome variables and 2) weak methodological design in conducting quantitative research. This quantitative study was designed to investigate whether different types of Web-browsing interface in Web-based instruction influence students' learning achievement of varied educational objectives. The studied interfaces were 1) browser scroll, 2) frame-based, and 3) pop-up-window interfaces. This study also investigated a potential interaction between the interface and students' prior knowledge, since prior knowledge had long been considered an important learning variable for acquiring new information. A total of 137 undergraduate students participated in the study. A statistical multivariate analysis of variance (MANOVA) was used to analyze collected data. Results showed significant main effects of independent variables in all criterion tests except for the treatment effect on a comprehension knowledge test.",
author = "Wei-fan Chen",
year = "2005",
month = "11",
day = "1",
doi = "10.1109/TE.2005.856148",
language = "English (US)",
volume = "48",
pages = "652--657",
journal = "IEEE Transactions on Education",
issn = "0018-9359",
publisher = "Institute of Electrical and Electronics Engineers Inc.",
number = "4",

}

Effect of web-browsing interfaces in web-based instruction : A quantitative study. / Chen, Wei-fan.

In: IEEE Transactions on Education, Vol. 48, No. 4, 01.11.2005, p. 652-657.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Effect of web-browsing interfaces in web-based instruction

T2 - A quantitative study

AU - Chen, Wei-fan

PY - 2005/11/1

Y1 - 2005/11/1

N2 - Two major problems were identified in reviewing current research in Web-based instruction: 1) assessment of irrelevant learning outcome variables and 2) weak methodological design in conducting quantitative research. This quantitative study was designed to investigate whether different types of Web-browsing interface in Web-based instruction influence students' learning achievement of varied educational objectives. The studied interfaces were 1) browser scroll, 2) frame-based, and 3) pop-up-window interfaces. This study also investigated a potential interaction between the interface and students' prior knowledge, since prior knowledge had long been considered an important learning variable for acquiring new information. A total of 137 undergraduate students participated in the study. A statistical multivariate analysis of variance (MANOVA) was used to analyze collected data. Results showed significant main effects of independent variables in all criterion tests except for the treatment effect on a comprehension knowledge test.

AB - Two major problems were identified in reviewing current research in Web-based instruction: 1) assessment of irrelevant learning outcome variables and 2) weak methodological design in conducting quantitative research. This quantitative study was designed to investigate whether different types of Web-browsing interface in Web-based instruction influence students' learning achievement of varied educational objectives. The studied interfaces were 1) browser scroll, 2) frame-based, and 3) pop-up-window interfaces. This study also investigated a potential interaction between the interface and students' prior knowledge, since prior knowledge had long been considered an important learning variable for acquiring new information. A total of 137 undergraduate students participated in the study. A statistical multivariate analysis of variance (MANOVA) was used to analyze collected data. Results showed significant main effects of independent variables in all criterion tests except for the treatment effect on a comprehension knowledge test.

UR - http://www.scopus.com/inward/record.url?scp=28444468866&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=28444468866&partnerID=8YFLogxK

U2 - 10.1109/TE.2005.856148

DO - 10.1109/TE.2005.856148

M3 - Article

AN - SCOPUS:28444468866

VL - 48

SP - 652

EP - 657

JO - IEEE Transactions on Education

JF - IEEE Transactions on Education

SN - 0018-9359

IS - 4

ER -