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Cox, C. Benjamin Choi, Heeran Yoon 2015-09-25T19:55:46Z 2015-09-25T19:55:46Z 10000-01-01 1997 1997 The results of this study suggest that hypertext can be used in social studies instruction to promote higher-order thinking rather than rote memorization of factual information. In addition, the results of this study clearly support the use of hypertext as an effective instructional medium to compensate for students' lack of background knowledge. Finally, findings from this study provide evidence that the use of hypertext tends to increase student interest in learning social studies by encouraging students to become actively involved in the learning process. Made available in DSpace on 2015-09-25T19:55:46Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9737075.pdf: 5054355 bytes, checksum: 751aed5b528dfa038bf826b3edcfd3d4 (MD5) Previous issue date: 1997 Embargo set by: Seth Robbins for item 81447 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 169 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997. http://hdl.handle.net/2142/80165 (MiAaPQ)AAI9737075 eng Education, Technology of The Effects of Hypertext and Prior Knowledge on Learning Geographic Information in Social Studies text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.