Skip to main content
Springer Nature Link
Log in

The development of Hyper-MNP: Hyper-media navigational performance scale

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The present study aimed at developing a scale to evaluate navigational performance as a whole, which is one of the factors influencing learning in hyper media. In line with this purpose, depending on the related literature, an item pool of 15 factors was prepared, and these variables were decreased to 5 based on the views of 38 field experts. In the end, a 3-factor structured was obtained via a pilot application carried out with 32 Information Technologies (IT) students, via the confirmatory factor analysis conducted with 110 IT students and via the reliability analysis carried out with 33 IT students. The scale included 14 items, and the internal consistency coefficient regarding the whole scale was calculated as α = 0.90. The results of the Pearson correlation analysis revealed that the test-retest correlation coefficients of the items ranged between 0.762 and 0.954. As a result of the analyses conducted, the Hyper-MNP scale was found to be a valid and reliable tool that can be used to measure the navigational performance in hyper media.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Amadieu, F., Tricot, A., & Mariné, C. (2009). Prior knowledge in learning from a nonlinear electronic document: disorientation and coherence of the reading sequences. Computers in Human Behavior, 25, 381–388.

    Article  Google Scholar 

  • Bagozzi, R. P. (1981). Evaluating structural equation models with unobservable variables and measurement error: a comment. Journal of Marketing Research, 18, 375–381.

    Article  Google Scholar 

  • Barab, S., Bowdish, B., & Lawless, K. (1997). Hypermedia navigation: profiles of hypermedia users. Educational Technology Research and Development, 45(3), 23–41.

    Google Scholar 

  • Beasley, R. E., & Waugh, M. L. (1995). Cognitive mapping architectures and hypermedia disorientation: an empirical study. Journal of Educational Multimedia and Hyper Media, 4, 239–255.

    Google Scholar 

  • Brusilovsky, P., & Pesin, L. (1998). Adaptive navigation support in educational hypermedia: an evaluation of the ISIS-Tutor. Journal of Computing and Information Technology, 6(1), 27–38.

    Google Scholar 

  • Büyüköztürk, Ş. (2001). Deneysel desenler. Ankara: Pegema Yayincilik.

    Google Scholar 

  • ChanLin, L., & Chan, K. (1996). Computer graphics and metaphorical elaboration for learning science concepts. Paper presented at The Annual Meeting of the Association for Educational Communication and Technology. Indianapolis, IN.

  • Chen, S. Y., & Macredie, R. D. (2002). Cognitive styles and hypermedia navigation: development of a learning model. Journal of the American Society for Information Science and Technology, 53(1), 3–15.

    Article  Google Scholar 

  • Chien, Y. H. (2010). Effects of three hypermedia topologies on users’ navigational performance. Asian Journal of Information Technology, 9(2), 72–77.

    Article  Google Scholar 

  • Cipolla-Ficarra, F. V., & Cipolla-Ficarra, M. (2009). Attention and motivation in hypermedia systems, human-computer interaction. Interacting in various application domains. Lecture Notes in Computer Science, 5613(2009), 78–87.

    Article  Google Scholar 

  • Conklin, J. (1987). Hypertext-an introduction and survey. IEEE Computer, 20, 17–41.

    Article  Google Scholar 

  • Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98–104.

    Article  Google Scholar 

  • Craven, J. (2003). Access to electronic resources by visually impaired people. Information Research, 8(4), 454.

    Google Scholar 

  • Dee-Lucas, D., & Larkin, J. H. (1995). Learning from electronic texts: effects of interactive overviews for information access. Cognition and Instruction, 13(3), 431–468.

    Article  Google Scholar 

  • Demirbilek, M. (2004). A review of learner disorientation in hypermedia learning environments. In C. Crawford et al. (Eds.), Proceedings of society for information technology and teacher education international conference 2004 (pp. 2852–2856). Chesapeake: AACE.

    Google Scholar 

  • Dias, P., & Sousa, A. P. (1997). Understanding navigation and disorientation in hypermedia learning environments. Journal of Educational Multimedia and Hypermedia, 6(2), 173–185.

    Google Scholar 

  • Dias, P., Gomes, M. J., & Correia, A. P. (1999). Disorientation in hypermedia environments: mechanisms to support navigation. Journal of Educational Computing Research, 20, 93–117.

    Article  Google Scholar 

  • Dorum, K., & Garland, K. (2011). Efficient electronic navigation: a metaphorical question? Interacting with Computers, 23(2), 129–136.

    Article  Google Scholar 

  • Erkuş, A. (2003). Psikometri Üzerine Yazılar: Ölçme ve Psikometrinin Tarihsel Kökenleri, Güvenirlik, Geçerlik, madde Analizi, Tutumlar; Bileşenleri ve Ölçülmesi. 1. baskı, Ankara. Türk Psikologlar Derneği Yayınları No:24. s. 34–148.

  • Federico, P.A. (1999). Hypermedia environments and adaptive instruction. Computers in Human Behavior, 15(6), 653–692.

    Google Scholar 

  • Fiorina, L., Antonietti, A., Colombo, B., & Bartolomeo, A. (2007). Thinking style, browsing primes and hypermedia navigation. Computers & Education, 49(3), 916–941.

    Article  Google Scholar 

  • Fırat, M., & Kabakçı, I. (2010). Use of visual metaphors for navigation in educational hypermedia: effects on the navigational performance. Journal of Educational Multimedia and Hypermedia, 19(1), 5–22.

    Google Scholar 

  • Fırat, M., & Kabakçı Yurdakul, I. (2012). Determining the variables of ınstructional hypermedia navigation performance. e-Journal of New World Sciences Academy NWSA Education Sciences, 1C0494, 7(1), 296–304. Available: http://www.newwsa.com/download/gecici_makale_dosyalari/NWSA-5810-2628-4.pdf.

  • Foss, C. L. (1989). Tools for reading and browsing hypertext. Information Processing and Management: An International Journal, 25(4), 407–418.

    Article  MathSciNet  Google Scholar 

  • Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale: Erlbaum.

    Google Scholar 

  • Gullikson, S., Blades, R., & Bragton, M. (1999). The impact of information architecture academic Web site usability. The Electronic Library, 17(5), 293–304.

    Article  Google Scholar 

  • Gillaspy, J. A. (1996). A primer on confirmatory factor analysis. Paper presented at Annual Meeting of the Southwestern Educational Research Association. Austin, Texas. New Orleans, LA.

  • Hacıfazlıoğlu, Ö., Karadeniz, Ş., & Dalgıç, G. (2011). Eğitim yöneticileri teknoloji liderliği öz-yeterlik ölçeğinin geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 17(2), 145–166.

    Google Scholar 

  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.

    Google Scholar 

  • Hoyle, R. H. (2000). Confirmatory factor analysis. In H. E. A. Tinsley & S. D. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling (pp. 465–497). New York: Academic.

    Chapter  Google Scholar 

  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.

    Article  Google Scholar 

  • Iacobucci, D., & Duhachek, A. (2003). Advancing alpha: measuring reliability with confidence. Journal of Consumer Psychology, 13, 478–487.

    Article  Google Scholar 

  • Jeffcoate, L. (1995). Multimedia in practice, technology and applications. NewYork: Prentice Hall.

    Google Scholar 

  • Karadeniz, Ş. (2006). Kaybolma açısından kullanışlı çoklu ortamların tasarlanması. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 3(2), 79–97.

    Google Scholar 

  • Kılıç, E., & Karadeniz, Ş. (2004). Hiper Ortamlarda Öğrencilerin Bilişsel Yüklenme ve Kaybolma Düzeylerinin Belirlenmesi. Educational Administration Theory-Practice, 40, 562–579.

    Google Scholar 

  • Kirschner, P. A. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1–10.

    Article  Google Scholar 

  • Kline, P. (1979). Psychometrics and psychology. London: Acaderric Press.

    Google Scholar 

  • Land, S. M., & Hannafin, M. J. (1996). A conceptual framework for the development of theories in action with open-ended learning environments. Educational Technology Research and Development, 44(3), 37–53.

    Google Scholar 

  • Lee, J., & Hsu, Y. (2004). Visual metaphor interface and cognitive style: A study for online learning. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2004 (pp. 4478–4481). Chesapeake: AACE.

    Google Scholar 

  • Littlefield, J. (2010). Multimedia learning in online classes. About.com.

  • Lowe, D., & Hall, W. (1999). Hypermedia ve the web: An engineering approach. New York: Wiley.

    Google Scholar 

  • Mann, B., Newhouse, P., Pagram, J., & Campbell, A. (2000). Divided attention in multimedia learning. In J. Bourdeau & R. Heller (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2000 (pp. 1444–1447). Chesapeake: AACE.

    Google Scholar 

  • Marchall, D. (2001). The introduction of multimedia. Retrieved 20 July, 2011 from http://www.cs.cf.ac.uk/Dave/Multimedia/node1.html.

  • McCool, M. D. (1997). Hypermedia, multimedia, metamedia, and the web. Retrieved December 19, 2013 from https://ece.uwaterloo.ca/~ieee_kw/Newsletters/mar_96.html#web.

  • McDonald, S., & Stevenson, R. J. (1996). Disorientation in hypertext: the effects of three text structures on navigation performance. Applied Ergonomics, 27(1), 61–68.

    Article  Google Scholar 

  • McKnight, C., Dillon, A. & Richardson, J. (1996). User-centered design of hypertext/hypermedia for education. In D.H. Jonassen (Ed.). Handbook of research for educational communications and technology (pp.622–632). New York: Macmillan.

  • Miller, G. A. (1956). The magical number seven, plus minus two: some limits on our capacity for processimg information. Psychological Review, 63, 81–97.

    Article  Google Scholar 

  • Möller, J., & Müller-Kalthoff, T. (2000). Learning with hypertext: the impact of navigational aids and prior knowledge. German Journal of Educational Psychology, 14(2/3), 116–123.

    Google Scholar 

  • Moreno, R. (2004). Decreasing cognitive load for novice students: effects of explanatory versus corrective feedback on discovery-based multimedia. Instructional Science, 32, 99–113.

    Article  Google Scholar 

  • Muyllea, S., Moenaertb, R., & Despontin, M. (2004). The conceptualization and empirical validation of web site user satisfaction. Information and Management, 41(5), 543–560.

    Article  Google Scholar 

  • Nanlohy, P. (2009). Exploring student engagement through classroom use of hypermedia authoring. Proceedings of the m-ICTE2009 conference, reflections and ınnovations in ıntegrating ICT in education (pp. 1156–1160).

  • Neilsen, J. (1990). Hypertext and hypermedia. Boston: AP Professional.

    Google Scholar 

  • Nunes, M. B., & Fowell, S. P. (1996). Hypermedia as an experimental learning tool: a theoretical model. Information Research News, 6(4), 15–27.

    Google Scholar 

  • Paas, F., Renkl, A., & Sweller, J. (2003). Introduction: cognitive load theory and instructional design: recent developments. Educational Psychologist, 38, 1–4.

    Article  Google Scholar 

  • Patel, S. C., Drury, C. G., & Shalin, V. L. (1998). Effectiveness of expert semantic knowledge as a navigational aid within hypertext. Behavior and Information Technology, 17(6), 313–324.

    Article  Google Scholar 

  • Peter, J. P. (1981). Construct validity: a review of basic issues and marketing practices. Journal of Marketing Research, 18(2), 133–145.

    Article  Google Scholar 

  • Potelle, H., & Rouet, J. F. (2003). Effects of content representation and readers_prior knowledge on the comprehension of hypertext. International Journal of Human Computer Studies, 58(3), 327–345.

    Article  Google Scholar 

  • Preece, J. (1993). Hypermedia, Multimedia and Human Factors. In Latchem, C., Williamson, J., ve Henderson-Lancett, L. (Eds.). Interactive Multimedia (pp. 135–149). London: Kogan Page.

  • Pulliam, J. O., Sajan, R., & Hofmann, K. (2007). Modeling engagement in educational adaptive hypermedia. Proceeding of artificial ıntelligence in education: Building technology rich learning contexts that work. IOS Press Amsterdam: Netherlves.

  • Rennie, K. M. (1997). Exploratory and confirmatory rotation strategies in exploratory factor analysis. Paper presented at the Annual Meeting of the Southwest Educational Research Association. TX: Austin.

  • Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19(3), 285–307.

    Google Scholar 

  • Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Hillsdale: Erlbaum.

    Google Scholar 

  • Tabachnick, G. B., & Fidell, S. L. (2001). Using multivariate statistics (4th ed.). Allyn and Bacon: A Pearson Education Company.

    Google Scholar 

  • Theng, Y. L., Rigny, C., Thimbleby, H., & Jones, M. (1996). Cognitive task graphs and executable user models for better hypertext, APCHI’96 (pp. 421–433). Singapore.

  • Yılmaz, V., & Çelik, H. E. (2009). Yapısal eşitlik modellemesi-I. Ankara: Pegem A.

    Google Scholar 

Download references

Acknowledgments

This study derived from a part of doctoral dissertation entitled “Effects of Metaphorical Interfaces on Information Technologies Teacher Candidates’ Navigation Performances in Educational Hypermedia”. “Determining the Variables of Instructional Hypermedia Navigation Performance” phase of the study was a pre-research carried out by researchers and published in e-Journal of New World Sciences Academy NWSA as a research article.

Author information

Authors and Affiliations

  1. Department of Distance Education, Open Education Faculty, Yunusemre Campus, Anadolu University, 26470, Eskisehir, Turkey

    Mehmet Firat

  2. Department of Computer Education and Instructional Technologies, Faculty of Education, Anadolu University, 26470, Eskisehir, Turkey

    Işıl Kabakci Yurdakul

Authors
  1. Mehmet Firat
    View author publications

    You can also search for this author inPubMed Google Scholar

  2. Işıl Kabakci Yurdakul
    View author publications

    You can also search for this author inPubMed Google Scholar

Corresponding author

Correspondence to Mehmet Firat.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Firat, M., Kabakci Yurdakul, I. The development of Hyper-MNP: Hyper-media navigational performance scale. Educ Inf Technol 21, 149–169 (2016). https://doi.org/10.1007/s10639-014-9313-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-014-9313-0

Keywords