University of California, Berkeley

The design rationale behind hypertext systems focuses on externalizing and augmenting the human capacity to make meaningful, non-linear connections, closely resembling the brain's synaptic pathways. Driven by technological advancements, evolving educational psychology models, and cognitive learning sciences, hypertext design is theoretically grounded in constructivism, schema theory, and computational metaphors (Freudenheim, 2020; Stephens & Doherty, 1992). These systems aim to enhance learning by allowing users to explore and build interconnected, customizable networks of knowledge.

Hypertext design rationale

Retrieved from https://dspace.mit.edu/bitstream/handle/1721.1/139541/freudenheim-sm-cmsw-2021.pdf?sequence=1&isAllowed=y

The Network and the Classroom: A History of Hypermedia Learning Environments

- Stephens, P. J., & Doherty, J. A. (1992)
- Gill, S., & Wright, D. (1994)
- Freudenheim, William 2020

References for hypertext design rationale

Definition of hypertext: hypertext is text displayed on a computer that has references to other text, which users can click to go back and forth between different text. 
Learning process: learning occurs by forming synaptic connections in the brain all the way to conceptual level to create new knowledge. 
Hypertext systems resemble the way that humans make meaningful connections in the brain. 

Hypertext externalizes and augments the human capacity to make meaningful connections

- Preconceptions about connections between hypertext and learning 
- New understanding of educational psychology and learning sciences, such as new models of cognition
- Technological advancements that enable experimentation in instructional tools

Three drivers of change

- Constructivism 
- Schema Theory and Computational Metaphors

Theories behind hypertext

Examples of hypertext

Hypertext systems can be used to enhance science learning, allowing non-programmers to build educational packages. 

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