Conceptual and Methodological Shortcomings in Hypertext/Hypermedia Design and Research

In commenting results of empirical research on learning with hypertext/hypermedia systems Jacobson et al. resume that “overall there has been limited empirical documentation of the educational efficacy of such systems” [1, p. 322]. The authors suggest that factors contributing to the provisional nature of research on learning with hypertext include, e.g., “lack of attention to relevant cognitive learning theory and research and methodological problems” [1, p. 322; 2]. Tergan has critically reviewed the theoretical assumptions underlying empirical hypertext/hypermedia research [3]. The present article discusses in detail conceptual and methodological aspects of research. It is suggested that because of inherent shortcomings in design and research the potential of hypertext/hypermedia for enhancing learning may have been underestimated. The expectation is that if existing theoretical, conceptual, and methodological shortcomings will be overcome one may expect new impulses which will be fruitful both for theory development, research, and the design of effective learning environments.