The influence of nodes sequence and extraneous load induced by graphical overviews on hypertext learning

Bezdan, E., Kester, L., & Kirschner, P. A. (2013). The influence of nodes sequence and extraneous load induced by graphical overviews on hypertext learning. Computers in Human Behavior, 29(3), 870-880.The effects of four hypertext learning environments with a hierarchical graphical overview were studied on the coherence of the node sequence, extraneous load and comprehension. Navigation patterns were influenced by the type of overview provided (i.e., dynamic, static) and whether navigation was restricted (i.e., restricted, non-restricted). It was hypothesised that redundant use of the overview for inducing a high-coherence reading sequence would result in high extraneous load and low comprehension. Coherence was higher in the dynamic than in the static conditions. Coherence was also higher in the restricted than in the non-restricted conditions. Mental effort as a measure of extraneous load was higher at the end than at the beginning of the learning phase, especially in the dynamic restricted and the static non-restricted conditions, although there was no significant interaction. Comprehension was lowest in the dynamic restricted condition and highest in the dynamic non-restricted and static restricted conditions. Low comprehension in the dynamic restricted condition indicates that overviews can become redundant for reading sequence coherence, negatively impacting comprehension. The evidence suggests that severe restriction of navigation paths should be avoided and that continuous use of overviews such as in dynamic overviews may be detrimental to learning

Comprehension and navigation of networked hypertexts

Contains fulltext : 191141.pdf (Publisher’s version ) (Open Access)This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts. Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated the relation between text design and comprehension. Therefore, 80 first-year secondary school students read both a linear text and a networked hypertext with and without a graphical overview. Logfiles registered their navigation. After reading the text, students answered textbased multiple choice questions and drew mindmaps to assess their structural knowledge of each text content. It was found that both textbased and structural knowledge were lower after reading a networked hypertext than a linear text, especially in students with lower levels of vocabulary. Students took generally more time to read the hypertext than the linear text. We concluded that networked hypertexts are more challenging to read than linear texts and that students may benefit from explicit training on how to read hypertexts.9 p

Hypertext, navigation, and learning: a psychological perspective

Hypertext has the potential to revolutionise the way we organise and read texts. Indeed, hypertext’s non-linearity and enhanced learner control are regarded by many as being an enormous advantage over the traditional printed medium. However, there is evidence to suggest that users are unable to explore hypertext without experiencing navigational problems (Kim and Hirtle 1995).The research presented in this thesis examined some of the problems associated with navigation and learning in hypertext. As regards navigation, it was found that disorientation is a problem for hypertext users and that text structure affects navigation performance. Non-linear texts are a greater problem for users than hierarchical and mixed texts (hierarchical with a small number of cross referential links). It appears therefore, that although non-linear networks capture the real essence of hypertext, users are unable to manage the freedom they are given Disorientation also seems to be particularly marked for users who are unfamiliar with the subject matter of the text. However, the results show that the provision of localised spatial maps can minimise disorientation. As regards learning, the results showed that although non-linear texts create navigational problems and disrupt learning at acquisition, they can lead to good long-term retention. Indeed, the results suggest a dissociation between navigation and learning. That is, efficient navigation is not always a prerequisite of meaningful learning. Unfortunately, the results showed that subjects prefer linear text and believe that hypertext requires greater mental effort to understand largely because of the navigational problems it creates. One solution to this problem may be to provide some form of guidance such as a map. However, the structural information depicted in spatial maps does not appear to support learning. By contrast, a conceptual map can reduce (but not eradicate) disorientation and enhance learning at both acquisition and retention

Finding Your Way: Navigating Online News and Opinions

This study investigates how young people navigate through a number of hyperlinked online news on a specific topic and how this effects, and is affected by, their opinions. Navigating though non-linear hypertext forces readers to integrate information from different sources and make more decisions about what to read, which is more difficult than reading information presented in a linear format, but might also promote deeper engagement with that material. This study used a combination of participant observation, think-aloud protocols, and semi-structured interviews to investigate these issues as participants navigated through a curated collection of articles about the Canadian Oil Sands. Findings about how participants engage with the material, and how the pathways they create while navigating impact their opinions, are discussed

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Abstract Introduction. In contemporary information societies, reading digital text has become perva

Adaptive learning systems: Supporting navigation with customized suggestions

The aim of this study was to share the results from an experimental research which investigate the effects of link annotations in an educational hypermedia on students’ navigation. This study was conducted through a post-test only control group design with 67 undergraduate students. The voluntary research participants were randomly assigned into the experimental and control group. The required data were collected through an academic achievement test, the Motivated Strategies for Learning Questionnaire, the Non-Linear Media Disorientation Assessment Tool, a questionnaire about users’ opinions and user logs. The findings showed that the perceived disorientation scores and revisitation rates were significantly lower for the learners who studied in the adaptive environment than those in the non-adaptive environment. It was observed that students’ non-sequential navigation in experimental group increased significantly and they followed the system's advices.

An investigation of L2 reading comprehension of linear texts and hypertexts and working memory capacity

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.O objetivo desse estudo foi investigar a leitura em L2 (Inglês), em textos apresentados de formas distintas: como texto linear e como hipertexto, para verificar possíveis diferenças na compreensão resultante. A razão para tal escrutino reside no fato da divergência encontrada, na literatura, a respeito dos efeitos da não linearidade para o processamento das informações e, conseqüentemente, para a compreensão de textos (Dillon, 1996; Smith, 1994; Charney; 1994; McKnight, Dillon & Richardson, 1993). Para alcançar os objetivos propostos, dois textos, com características similares, foram elaborados e apresentados como hipertextos e como textos lineares. Quatro perguntas de pesquisa e quatro hipóteses foram criadas para essa investigação, e três diferentes instrumentos de coleta foram utilizados: (a) evocações das idéias principais, (b) questionários com perguntas de compreensão e (c) contradições. Além desses instrumentos de coleta, foi também utilizada uma versão do teste de leitura desenvolvido por Daneman e Carpenter (1980) e adaptado por Torres (2003), considerando-se a hipótese da relação direta entre a amplitude da memória e a performance em atividades envolvendo a compreensão (Tomitch, 2005; Torres, 2003, Engle, Kane, & Tuholsky, 1999; Daneman & Capernter, 1980). Quarenta e duas pessoas participaram do estudo: 21 brasileiros recrutados em duas universidades brasileiras (Universidade Federal de Santa Catarina e Universidade Estadual de Maringá) e 21 chineses recrutados na Inglaterra (Loughborough University). Os resultados obtidos sinalizam para o fato de que os hipertextos podem comprometer a compreensão, principalmente para os leitores de baixa amplitude de memória. Dados inesperados foram obtidos em relação aos chineses que apresentaram uma amplitude de memória inferior a dos brasileiros, conseqüentemente, apresentando um pior desempenho. A conclusão fundamental obtida nesse estudo é que diferentes variáveis tais como a capacidade de memória do leitor, sua língua materna, e o modo de apresentação de um texto podem influenciar na leitura em L2, e cada uma dessas varáveis pode interferir, de modo diferente, na construção da representação mental do texto. The aim of this study was to investigate L2 reading (English) derived from texts presented in two different modes, as a linear text and as a hypertext, in order to verify possible differences in comprehension. The reason for such scrutiny resides in the fact that different standpoints can be found in the literature about the effects nonlinear texts can cause for processing, achieving coherence and thus, building a mental representation (Dillon, 1996; Smith, 1994; Charney, 1994, McKnight, Dillon & Richardson, 1993). In order to achieve the objectives proposed here, two texts, having similar characteristics, were designed and presented as hypertexts and as linear texts. Four research questions and hypotheses framed this investigation, and three different instruments were used to collect the data: recall of main propositions, comprehension questions and contradictions. In addition to these instruments, a modified version of the original Daneman and Carpenter's (1980) reading span test developed by Torres (2003) was applied, considering the assumption that there is a relationship between participants' performance and their working memory spans (Tomitch, 2005, Torres, 2003, Engle, Kane & Tuholsky, 1999; Daneman & Capenter, 1980). Forty-two participants from two nationalities (21 Brazilians and 21 Chinese) and from different universities (Universidade Federal de Santa Catarina, Univerisdade Estadual de Maringá, and Loughborough University, UK) participated in this study. The results obtained signal to the fact that hypertexts might compromise comprehension, especially, for low-span participants. An unexpected outcome was obtained in relation to the Chinese participants who presented lower working memory spans compared to the Brazilian group, and therefore, presented lower performance. The broad conclusion achieved here is that different variables such as readers' working memory capacity, their first language, and the mode of text presentation may interfere in L2 reading, and each one of theses characteristics might hamper, in different ways, in the construction of a coherent mental representation

Providing Intelligent and Adaptive Support in Concept Map-based Learning Environments

abstract: Concept maps are commonly used knowledge visualization tools and have been shown to have a positive impact on learning. The main drawbacks of concept mapping are the requirement of training, and lack of feedback support. Thus, prior research has attempted to provide support and feedback in concept mapping, such as by developing computer-based concept mapping tools, offering starting templates and navigational supports, as well as providing automated feedback. Although these approaches have achieved promising results, there are still challenges that remain to be solved. For example, there is a need to create a concept mapping system that reduces the extraneous effort of editing a concept map while encouraging more cognitively beneficial behaviors. Also, there is little understanding of the cognitive process during concept mapping. What’s more, current feedback mechanisms in concept mapping only focus on the outcome of the map, instead of the learning process. This thesis work strives to solve the fundamental research question: How to leverage computer technologies to intelligently support concept mapping to promote meaningful learning? To approach this research question, I first present an intelligent concept mapping system, MindDot, that supports concept mapping via innovative integration of two features, hyperlink navigation, and expert template. The system reduces the effort of creating and modifying concept maps while encouraging beneficial activities such as comparing related concepts and establishing relationships among them. I then present the comparative strategy metric that modes student learning by evaluating behavioral patterns and learning strategies. Lastly, I develop an adaptive feedback system that provides immediate diagnostic feedback in response to both the key learning behaviors during concept mapping and the correctness and completeness of the created maps. Empirical evaluations indicated that the integrated navigational and template support in MindDot fostered effective learning behaviors and facilitating learning achievements. The comparative strategy model was shown to be highly representative of learning characteristics such as motivation, engagement, misconceptions, and predicted learning results. The feedback tutor also demonstrated positive impacts on supporting learning and assisting the development of effective learning strategies that prepare learners for future learning. This dissertation contributes to the field of supporting concept mapping with designs of technological affordances, a process-based student model, an adaptive feedback tutor, empirical evaluations of these proposed innovations, and implications for future support in concept mapping.Dissertation/ThesisDoctoral Dissertation Computer Science 201

ADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASK

The goal of this study was to examine types and patterns of reading strategies that proficient adolescent readers used while reading on the Internet. Informed by research related to reading comprehension, intertextuality, and new literacies, I drew upon the model of Constructively Responsive Reading that had evolved from print reading to Internet reading (Afflerbach & Cho, 2009; Pressley & Afflerbach, 1995). The model offered an analytical tool to construct descriptions of the complexity of use of the four general types of strategies in Internet contexts: Realizing and Constructing Potential Texts to Read, Identifying and Learning Text Content, Monitoring, and Evaluation. Seven highly proficient adolescent readers (Mean Age = 17.5) individually performed Internet reading, with a goal to create a critical question about their self- selected controversial topic across two 45-minute sessions: Open Website Searching and Focused Website Learning. I used multiple sources to triangulate complementary data to infer participants' Internet reading strategy use. Participants' think-aloud verbal reports were synchronized with their reader-computer interactions recorded in the computer. These real-time strategy data were complemented by other contextual data (e.g., pre-/post-reading interviews, participant-generated critical questions). I integrated these data into Internet Reading Strategy Matrices of the individual participants, which were analyzed, both qualitatively and quantitatively. During the entire course of data analysis, I constantly referenced the model of Constructively Responsive Reading with the four strategy categories. My data analyses afforded detailed descriptions of diverse constructively responsive reading strategies in Internet contexts and dynamic patterns of such reading strategy use. Grounded-analysis of data resulted in the identification of an array of reading strategies and many instances of strategy interplay among the four strategy categories. Chi-squared analysis of aggregated strategy data revealed the goal-directed nature of strategy use, as participants' use of these four types of strategies was associated with two different session tasks. Also, analysis of the processing chains visualizing the flow of strategy use indicated differences in the performances of Internet reading strategy use among the participants and their distinctive modes of Internet reading. Overall, my study supported the theoretical model of Constructively Responsive Reading, with empirical data that described diversity and patterns of constructively responsive reading strategies in Internet contexts. The complexity of Internet reading was discussed with regard to constructively responsive reading that coordinates different roles and functions of the four general types of strategies