Educational Technology

Shapiro, A., & Niederhauser, D. (2004). Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed), Handbook of Research for Educational Communications and Technology (pp. 605-620). Macmillan.

The significance of the article showcases a point in time from the education field’s perspective of what has been learned thus far regarding hypertext and the insurmountable issues that may continue to cloud focus and generalization. The authors emphasize that technological advancements unique to hypertext have created much complexity and perhaps are the crux of the issues. The flexibility of information access is the primary feature highlighted, and hypertext-assisted learning (HAL) is the medium with many interacting variables. Furthermore, there is a gross contraction in the literature on the effects of system structure. For example, when it is best to use well-defined (hierarchies) structures and ill-defined (approaching ideas from multiple perspectives) structures. However, specific areas are identified of how hypertext, when designed effectively, enhances learning. Notably, through learner control, active metacognitive processing integrates knowledge and boosts understanding. Due to most of the issues noted, the authors suggest that future research should generate a well-grounded understanding of the processes underlying HAL and that some standards for terminology and methodology will need to be developed to provide a concrete foundational theoretical basis for the field to mitigate the issues.

The article has many strengths. First and foremost, the authors provide an in-depth accounting of the research issues in the field. From a reader’s perspective, the article is relatively easy to comprehend and nicely structured. The authors conduct an empirical evaluation of multiple theoretical and methodological views of learning from hypertext, including the construction integration method (CIM) and cognitive flexibility theory (CFT). Most of the studies evaluated concluded that individual factors such as system design, system content, and experimental design influence educational effectiveness. Moreover, HAL is associated with essential user traits such as goals, motivation, and prior knowledge. They also describe cognitive factors related to reading and learning from hypertext, such as basic reading processes, metacognition (the reader’s role), and conceptual structure. The results of the studies found that self-regulated readers performed better than cue-dependent readers. This data is significant regarding the design and development of new websites and the revision of current ones.

Before this article, I was not aware of the different dynamics of how hypertext impacts ease of use and learning. Perhaps, I unintentionally took it for granted when experiencing websites and defaulted to the acceptance of “what you see is what you get” (WYSIWYG) without the vision of how the website should present data and function to enhance learning. Now, I greatly appreciate that insight and will look at websites differently with the instinct to improve product and user experience/performance. The article’s applicability will significantly contribute to real-world workplace software applications for the higher education institution I oversee and influence. In contrast, this new knowledge of hypertext research will impact my evolving research interests, where I will view things from a different lens. Additionally, I look forward to seeing how the research has progressed since this article and if the issues identified within have been addressed or at least attempted thereof.

Ishak, S. A., Hasran, U. A., & Din, R. (2023). Media education through digital games: A review on design and factors influencing learning performance. Education Sciences, 13(2), 1-20. https://doi.org/10.3390/educsci13020102

The article provides a most relevant perspective on digital game-based learning (DGBL), for it has been identified as a potential pedagogical approach to enhance learning in the digital era and how DGBL has impacted Gen-Z (Generation Z) as the primary audience. The study considers the development and the factors that influence learning performance among children as it pertains to DGBL. For DGBL to be most effective, a distinct perspective between the game designer and the educator is essential. Moreover, their relationship is vital to achieving the desired DGBL results that provide opportunities for learners to reach their full potential. The authors offer three major DGBL design and development learner-centered (based on specific needs of the target group), game-centered (game elements as the initial concept), and model (using the existing framework for game design and development) approaches to enhance learning and performance. They emphasize that DGBL’s design and development of a combined approach of all three approaches are necessary for DGBL’s success. These greatly influence game features that affect a learner’s intrinsic motivation and learning experience, which is interrelated. Lastly, the study suggests that researchers, game designers, and developers must emphasize universal input to increase the level of usability that can achieve better learning for diverse targeted users, both children, and adults alike.

Several strengths are pointed out within the article. The authors provide a thematic review of the literature available on DGBL that embraces ten empirical studies regarding unique processes and approaches used in game development reflecting different educational content. Furthermore, the authors identify five essential components for developing DGBL: learning theory, instructional design and content, pedagogy element, game design elements and characteristics, and the learners’ needs and preferences. The authors suggest, “The combination of interactive multimedia simulations and computer game elements can be the most effective and represents the latest advance in educational resources for today’s digital generation.” The relationship between a Game Design Document (GDD) and DGBL is illustrated, providing the reader with a great visual that embraces the stages that are involved in Hussain et al. (2014) IDDTI (idea, design, development, test, implementation) model. A detailed description of the three approaches allows the reader to compare and contrast while identifying interdependencies and unique requirements. Furthermore, the factors influencing learning performance in DGBL are given contextual purpose and are elaborated, as well as how they affect different age groups. Lastly, seven studies provide influences of players’ differences on the gaming experience and outcome, including study item, methodology, participants, and result.

Specifically, the primer article for the critical review of research became the catalyst to research a relevant article regarding DGBL. I wanted to see the relationship between the two articles and how they were alike and different. Even though only ten years have passed between them, there were many commonalities regarding contextual characteristics. However, the first analyzes data between two experiments, where the latter evaluates DGBL literature and offers a design method practice to influence learning performance.