Enhancing learning from hypertext by inducing a goal orientation: Comparing different approaches

As learning from hypertext requires a high degree of self-monitoring, having a clear learning goal in mind should enhance learning. Our concern in this study was to investigate three different kinds of approaches for inducing learning goals: A Tutorial provided external and specific learning objectives, a Goal-Based Scenario (GBS) for inducing external and general learning goals, and a Strategy training leading to internal goal generation. A hypertext resource was combined with each of these three learning arrangements. The three conditions were compared regarding learning outcomes and motivational effects. A total of 60 adults participated in our study. Results suggest that GBS students are more motivated, acquire a better overview and are better able to apply their knowledge in an argumentation task. Students in the Tutorial performed better in fact-related knowledge-tests as a result of their direct accomplishment of learning objectives, but failed to create a coherent overview on the topic and were less motivated. Participants that received a strategy training on self-questioning failed to apply this meta-cognitive strategy in order to formulate their own learning goals when working with the hypertext.