Software programs are widespreadly used in education which is undoubtedly a result of the rapid development of hardand software. This technological development enables software developers to create hypermedia environments. Hypermedia offers a great potential as a framework for modern elearning tools as it allows the incorporation of constructivistic learning strategies. However, hypermedia systems have to cope with severe drawbacks such as cognitive overload and navigational problems. Therefore, the question arises how to create efficient computer based learning environments. Scientific research on print material can provide helpful hints as well as the promising approach of the cognitive theory of multimedia learning. But further scientific investigations are necessary to bridge the gap between those studies and the complexity of real hypermedia systems in order to reveal if their predictions are applicable to more realistic complex settings. CRIMP (Criteria of Evaluation of Audiovisuals in Multimedia Productions) is one of five projects within a German-Swedish research network called VASE (Visualization and Simulation Environments to Solve Difficult Learning Situations). Its partners are the Learning Lab Lower Saxony (L3S) and the Swedish Learning Lab (SweLL). CRIMP will investigate navigation, motivation and predictions of the cognitive theory of multimedia learning by evaluating the impact of four different versions of a complex hypermedia learning environment on learners in Germany and Sweden. The increasing importance of e-learning in education The amount of e-learning-tools in its different forms has been expanding rapidly during the last 20 years. An important reason is undoubtedly the fast development within the PC-hardware sector which in turn influenced the software. First, powerful hardware settings facilitate the operation for users by graphical user interfaces. Second, it gave the technological basics for an evolution of simple and monomodal e-learning-tools (i.e. software was based exclusively on visual text) up to hypermedia systems. According to Gerlič and Jaušovec (1999), there has been an explosion of computer-based multimedia applications in education in recent years. The incorporation of pictures, movies and sound is characteristic for multimedia components and their implementation in e-learning material seems reasonable because on-screen text is hard to read when compared to traditional printed material (Weidenmann 1997). However, the increase of use of online-learning is slower than expected and its future development will most probably differ between sciences and arts (Beck, Glotz et al. 2000). A huge amount of studies has evaluated the efficiency of e-learning environments. Kulik and Kulik (1991) found in their meta study evidence for an advance of computer-based learning as compared to traditional learning styles. Similar results have been reported about the use of computer technology in schools (e.g. Software Publishers Association 1995) and universities (e.g. Kazmerski and Blasko 1999, Steyn, du Toit et al. 1999). However, other studies reported different results. Fricke (Fricke 1991) found only slightly or no differences. Merchant, Kreie et al. (2001) investigated in their study a multimedia computer based training (CBT) which turned out to be less effective as compared to other instructional methods. Generalizable statements about e-learning tools compared to traditional learning styles seems to be difficult due to the variance in software tools and traditional learning styles (Draschoff 2000 and references herein). Merchant, Kreie et al. (2001) stress the importance of further research into what factors might affect the success of computer mediated learning environments. Since the heterogeneity of software tools is high, this is a difficult task (Schulmeister 1996). Additionally, the efficiency of computer mediated learning tools depend on several factors, e.g. the topic of the software (Korfiatis, Papatheodorou et al. 1999) and the learning style (e.g. Smith and Woody 2000). Brünken and Leutner (2000) and Mayer (1997) give an overview about the different factors leading to individualized aptitude of the user. The role of motivation Spitzer (1996) claims that motivation is a central aspect in instruction. It seems to be obvious that high motivation will enhance attention and therefore learning success. This assumption does not have to be the case, because “good feelings” during learning sessions are not necessarily an indicator for learning effectiveness (Holzinger 2000). Generally, users find the presentation of new media interesting and stimulating. This Hawthorne-effect has to be taken into account while evaluating e-learning software because it diminishes after a certain use of the software and might therefore lead the researchers to false conclusions during the initial phase of the evaluation (Schulmeister 1996). It do not seem to be reasonable to assume that multimedia motivates learners per se (Weidenmann 1997). Whereas some researchers state that the analyses of motivational aspects is becoming an important task in research of multimedia based e-learning tools (Astleitner 2000, Leutner and Brünken 2000) others claim that the factor motivation is overestimated or may have even a negative impact on learning effectiveness due to a distraction effect (Kerres 2001 and references herein). The role of navigation The first attempts to use computers in education had only a simple navigation implemented. Their teaching path was mainly fixed and linear. Hypermedia is the most recent way of using computers in education and its main criterion is the possibility to navigate free among the teaching material. Hypermedia systems have the power to build a framework for a modern constructivistic e-learning environment. However, hypermedia systems may incorporate severe drawbacks: • The freedom may cause students to lose touch with educational aims by the “serendipity-effect”. This effect describes the phenomenon that users become distracted by non-relevant information while browsing through the hypermedia network (Holzinger 2000). • Losing the educational aim may also be a result of the “lost in hyperspace” phenomenon which describes the problem of disorientation. • Hypermedia may cause a cognitive overload if the learner has to deal on three different levels with the system (Kuhlen 1991): − information on the content level − navigation on the structural level − system functions on the system level (hardand software) Holzinger (2000) points out, that different mechanisms may be helpful in order to avoid the “lost in hyperspace” problem: • classical navigational aids (table of contents, glossary, index) • multimedia specific tools (e.g. site maps)
