Abstracts - Earli

situational interest, and class performance. Longitudinally, situational interest during theintroductory course, independent of initial interest, predicted subsequent course choices.Additional analyses were conducted within the semester to examine reciprocal relations amongearly interest, early performance on a midterm exam, situational interest, and final grades in thecourse. Results are discussed in terms of Hidi and Renningers (2006) four-phase model of interestdevelopment and the multiple goals model (Harackiewicz, Barron, Pintrich, Elliot, & Thrash,2002).E 1129 August 2007 14:30 - 16:30Room: 4.95SymposiumCognitive, metacognitive, and instructional issues in learning withhypermediaChair: Peter Gerjets, Knowledge Media Research Center, GermanyChair: Roger Azevedo, University of Memphis, USAOrganiser: Peter Gerjets, Knowedge Media Research Center, GermanyOrganiser: Roger Azevedo, University of Memphis, USADiscussant: Michael Jacobson, Nanyang Technological University, SingaporeSymposium Overview: Learning with a hypermedia environment requires a student tometacognitively regulate his or her learning; that is, to make decisions about what to learn, how tolearn it, how much time to spend on it, how to access other instructional materials, and todetermine whether he or she understands the material. Accordingly, many research findingsdemonstrate that students’ abilities to navigate hypermedia environments in a systematic andstrategic way is a main predictor of effective hypermedia learning. This symposium bringstogether empirical findings and theoretical perspectives that focus on the relation of hypermedianavigation to (1) prior knowledge and time, (2) goal relevance of information and highlighting oflinks, (3) working-memory span, (4) learner characteristics like epistemological and contentrelated beliefs as well as cognitive and metacognitive strategy use, and (5) regulation support bymeans of a human tutor who facilitated learners’ self-regulation. The aim of this symposium is tobring together cognitive scientists, psychologists, and educational researchers to both synthesizeand advance our current understanding of hypermedia navigation and of learning with hypermedia.The collection of research studies in this symposium provide a theory-based and empiricallydrivenapproach for the design of efficient hypermedia learning environments.Knowledge, navigation and time: Learning from online resourcesKimberly Lawless, University of Illinois at Chicago, USAP. G. Schrader, University of Nevada – Las Vegas, USAThis presentation shares the results of a series of three experiments, conducted to more closelyexamine the nature of the relationships among domain knowledge, hypermedia navigation andlearning outcomes. Within each study, subjects in the treatment group participated in a prenavigationreading exercise, designed to boost their domain knowledge prior to engaging with acomplex website. Across the three experiments, time spent engaging with the website was– 277 –