Constructivism points out that learning is a social activity and builds on prior knowledge. Computer can be used as a tool to think with but not to model the mind. 

Constructivism

This theory describes learning as processes using computational metaphors. Schema is a patterns of thought behavior which organize information and the relationships between them. This is foundational in bridging the language of hypertext to the language of learning. 

Schema Theory and Computational Metaphors

- Constructivism 
- Schema Theory and Computational Metaphors

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

Gill, S., & Wright, D. (1994). A hypercard-based environment for the constructivist teaching of Newtonian physics. British Journal of Educational Technology, 25(2), 135-146. https://doi.org/10.1111/j.1467-8535.1994.tb00099.x

A hypercard-based environment for the constructivist teaching of Newtonian physics

- 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

Examples of hypertext

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

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