Advisor

• Dr. Min Liu

Degree

• Doctoral

Abstract

This study investigated the interrelated and combined effects of learners' goal orientation (GO) on their cognitive tool use and achievement in an interactive hypermedia environment (IHME). Results can assist educators and designers to understand the active roles of learners' goal orientations and cognitive tool use within and for the design of learner-centered IHMEs. Cognitive tools included bookmark, find, glossary, help, map, and notebook. A mixed-methods approach was employed with quantitative investigation as the primary method and qualitative investigation as secondary. A total of 50 African American and Latina American undergraduate females from two data collection sites constituted the sample population. Random sampling identified 2 African American and 2 Latina American participants from a large southwestern state university. Purposive sampling identified 46 African American participants from a small southern state Historically Black College and University. Seven participants were interviewed regarding their experience with the culturally and gender appropriate hypermedia treatment entitled HIV and AIDS Prevention Education for Women of Color . Data were collected via survey instruments, computer generated tracking files, and telephone interviews using depth interviewing. ANOVAs and multiple regressions were used to analyze effects and relationships. Interviews were transcribed and analyzed using inductive analysis. Forty-three participants were identified as task (T) oriented learners, 4 as performance-approach (PAPP), and 3 as performance-avoid (PAV). Results indicated that learners with different GOs demonstrated different strategies of cognitive tool use and achievement outcomes in an IHME. PAV learners used the map tool, and a total amount of all tools significantly more than their T and PAPP cohorts. A significant positive relationship was found between achievement and the amount of time (in minutes) the glossary tool was used. A significant negative relationship was found between achievement and the number of times the glossary tool was used. This study corroborates previous studies that found variant learner characteristics to elicit adaptive and maladaptive behaviors and achievement outcomes. Further research is needed to investigate the effects of learners' dynamically changing GOs on their cognitive tool and self-regulated learning strategy use in hypermedia and traditional learning environments, respectively. The implications of learners adopting multiple and borderline GOs require further investigation.