Writing hypertext: Learning and transfer effects

Martine Braaksma & Gert Rijlaarsdam

University of Amsterdamthe Netherlands

IAIMTE, 11-13 May 2005

Some questions

What is hypertext?

Hypertext writing with students?

Hypertext writing in school: stress or benefit?

Hypertext

Conceptualized by Vannevar Bush (1945). Information is organized as a network in which nodes are text chunks and links are relationships between the nodes.

Writing hypertexts Could have positive effects on

writing skills

Could have positive effects on content knowledge

Questions

Does hypertext writing have positive effects on writing skills?

Same writing processes as in linear writing?

Does hypertext writing contribute to text quality (hypertext and linear text)?

Our study Focus on most central, distinctive features

Linear writing = linearization process Hypertext writing = hierarchicalization process

123 students, 8th and 9th grade

Two linearization and hierarchicalization tasks while thinking aloud

Measurement of text quality of both tasks

Tasks

Hierarchicalization task = Decomposing text into a

hierarchical scheme

Linearization task = Composing text from a

hierarchical scheme

Text and hierarchical schemeThe dollar is considerably below the euro, thus the dollar has a favorable exchange rate. Also on the moment, the tickets are very inexpensive. And the climate is also very nice, the temperature is approximately 20 degrees and there is hardly rain. In short, we really should go to the United States of America.

(1) Go to the USA

(1.1) Exchange rate (1.2) Tickets… (1.3) Climate…

(1.1.1) Below euro… (1.3.1) Temperature.. (1.3.2) Rain…

Coding of writing processes

Goal-orientation Planning Analysis Formulating Writing Evaluation Re-reading

Meta-analysis Pausing

Protocol hierarchicalization taskThe dollar is considerably below the two guilders, thus the dollar has a favourable exchange rate. Also on the moment, the tickets are very inexpensive. And the climate is also very nice, the temperature is approximately 20 degrees and there is hardly rain. In short, we really should go to the United States of America [Reads text]

Uhm, standpoint is [Analyses standpoint]

That we should go to the United States of America [Formulates standpoint]

Uhm, thus a couple of pro arguments [Analyses arguments]

The dollar has a favourable exchange rate [Formulates argument]

Continuation protocol The climate is also very nice [Formulates argument]

The tickets are very inexpensive [Formulates argument]

And then two subordinate arguments [Plans subordinate arguments]

The dollar is considerably below the two guilders [Analyses subordinate argument]

The temperature is approximately 20 degrees and there is hardly rain [Analyses subordinate arguments]

Thus, the standpoint [Plans standpoint]

We should go to the United States of America [Formulates standpoint while writing] […]

Results writing processes Same writing processes, but…

Linearization more Writing & Re-reading

Hierarchicalization more Goal-orientation, Planning, Analysis & Meta-analysis

Linear writing and quality of linear text

Formulating: negative effect

Analysis: positive effect

Effect is stable across time

Hypertext writing and quality of hypertext

Planning & Analysis: positive effect

Effect is stable across time

Hypertext writing and quality of linear text

= Transfer effect

Planning & Analysis: positive effect

Effect is stable across time

Conclusions Same writing processes as in linear writing?

Yes, but more Planning & Analysis

Does hypertext writing contribute to text quality (hypertext and linear text)? Yes, more Planning & Analysis in hypertext writing: better hypertexts and linear texts.

Does hypertext writing have positive effects on writing skills? YES!

Future Effects from ‘real’ hypertext writing on:

Writing skills Content knowledge

Teaching hypertext writing, based on writing from sources, different topics

In regular lessons, in cooperation with mother tongue teachers

Effects from observational learning on hypertext writing