Summoning prior knowledge: The influence of metaphorical priming on learning in a hypermedia environment

Neil H. Schwartz*, Michael Stroud, Namsoo S. Hong, Tiffany Lee, Brianna Scott, Steven M. McGee

*Corresponding author for this work

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

This investigation was designed to determine the influence of metaphorical priming on students' comprehension of issues and concepts pertaining to the U.S. Constitution when students studied the subject matter in a problem-based hypermedia instructional system. Sixty-five high school seniors studied the system for 5 days after receiving relevant, irrelevant, or no metaphorical priming each day. Results revealed, deep level comprehension and personal understanding of the instructional system only for students receiving the relevant metaphorical primer. Surface level retention as measured by multiple choice questions failed to vary between groups. Discussion focuses on theory and the use of metaphorical primers to incur deep level processing in hypermedia-based instruction.

Original languageEnglish (US)
Pages (from-to)1-30
Number of pages30
JournalJournal of Educational Computing Research
Volume35
Issue number1
DOIs
StatePublished - Dec 1 2006

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Fingerprint Dive into the research topics of 'Summoning prior knowledge: The influence of metaphorical priming on learning in a hypermedia environment'. Together they form a unique fingerprint.

  • Cite this