The present study was directed to explore a hypertextual materials with these two resources: the hypergraphic representation of the multicausal structure and the insertion of guiding questions (which the user should answer throughout the process of study of the documents).
The subjects were randomly assigned to three conditions, related to the presentation format of a History content (about the Discovery of America): Hypergraphic format with a multicausal organization (Hypergraphic condition), Hypertextual format with network organization (Hypertext condition), and Linear textual format (Text condition).
a) Hypergraphic format, with a multicausal organization (acceding to the information by means of an arrow diagram) and causal questions inserted in the graphic arrows (Hypergraphic condition).
Unlike Hypergraphic and Hypertext conditions, the subjects did not have to read the information on a screen, but on the paper itself: a thirteen pages booklet where the same content and in the same order as those appearing in the conventional hypertextual format were reproduced.
That is what the Hypergraphics system--its hardware and software--has been designed to do.
In summary, from the instructor's viewpoint, the Hypergraphics teaching system allows an extremely smooth presentation of the material, provides highly visual graphics coupled with animation to grab the student's attention, provides a bank of questions for testing the student's comprehension of the important points, and provides a feedback or participation mechanism for every student.
That is the purpose of the Hypergraphics Classroom of the Future.
In effect, Hypergraphics increases the student's control of the learning process.