Reading in Web-based hypertexts: cognitive processes strategies and reading goals

Hypertext is a multi-linear electronic, textual and interactive environment to present information. The objective of such an environment is that readers may browse through linked, cross-referenced, annotated texts in a multi-sequential manner, and thus, it is believed, to improve the learning. However, early and current research findings have revealed some mixed results concerning the alleged advantage of hypertext on learning over paper-based documents. Researchers have identified the lack of research about the cognitive processes and the strategies that readers use during reading as one of the main factors for such results. As a result, there is a need and scope for further research in modelling the cognitive processes involved in reading comprehension and the reading strategies in a hypertext environment. This research addresses some of the gaps in the field by proposing a model that represents the sequence of events that take place during reading in a Web-based hypertext environment. Also, emphasis is placed on the strategies that readers use during hypertext reading and on the potential effect of different reading goals on reading comprehension. The evaluation of the model and the other hypotheses is conducted in two experiments using qualitative and quantitative methods. The first experiment employs the think aloud method. Forty two subjects participated. The results demonstrated that the proposed model precisely describes the sequence of events that take place during hypertext reading. They did not reveal any significant difference between different reading goals and understanding. They revealed four reading strategies: serial, serial overview, mixed, and mixed overview, and they identified three factors that influence the selection of hyperlinks: coherence, link location, and personal interest. The second experiment is an independent samples design experiment with ninety subjects. The results confirmed those found in the first experiment. The current study makes a contribution in the field of hypertext reading by proposing and evaluating a procedural model and by making this model graphic. By doing so it addresses some of the voids in the field, expands our understanding of the reading processes and the reading strategies, and provides practical guideliness which are enhanced to promote design supporting effective learning processes

A cognitive model of fiction writing.

Models of the writing process are used to design software tools for writers who work with computers. This thesis is concerned with the construction of a model of fiction writing. The first stage in this construction is to review existing models of writing. Models of writing used in software design and writing research include behavioural, cognitive and linguistic varieties. The arguments of this thesis are, firstly, that current models do not provide an adequate basis for designing software tools for fiction writers. Secondly, research into writing is often based on questionable assumptions concerning language and linguistics, the interpretation of empirical research, and the development of cognitive models. It is argued that Saussure's linguistics provides an alternative basis for developing a model of fiction writing, and that Barthes' method of textual analysis provides insight into the ways in which readers and writers create meanings. The result of reviewing current models of writing is a basic model of writing, consisting of a cycle of three activities - thinking, writing, and reading. The next stage is to develop this basic model into a model of fiction writing by using narratology, textual analysis, and cognitive psychology to identify the kinds of thinking processes that create fictional texts. Remembering and imagining events and scenes are identified as basic processes in fiction writing; in cognitive terms, events are verbal representations, while scenes are visual representations. Syntax is identified as another distinct object of thought, to which the processes of remembering and imagining also apply. Genette's notion of focus in his analysis of text types is used to describe the role of characters in the writer's imagination: focusing the imagination is a process in which a writer imagines she is someone else, and it is shown how this process applies to events, scenes, and syntax. It is argued that a writer's story memory, influences his remembering and imagining; Todorov's work on symbolism is used to argue that interpretation plays the role in fiction writing of binding together these two processes. The role of naming in reading and its relation to problem solving is compared with its role in writing, and names or signifiers are added to the objects of thought in fiction writing. It is argued that problem solving in fiction writing is sometimes concerned with creating problems or mysteries for the reader, and it is shown how this process applies to events, scenes, signifiers and syntax. All these findings are presented in the form of a cognitive model of fiction writing. The question of testing is discussed, and the use of the model in designing software tools is illustrated by the description of a hypertextual aid for fiction writers

Vicarious learning through capturing task‐directed discussions

The vicarious learner group has been developing a multimedia database system to promote and enhance the role of dialogue in learning. A specific interest, and the origin of the projects' collective name, is in the question of whether and how dialogue can be helpfully ‘reused’. What benefits can students gain from dialogue as observers, not just as participants? We describe our initial attempts to generate and capture educationally effective discourse exchanges amongst and between students and tutors. Problems encountered with available CMC discourse formats led to our development of a set of Task Directed Discussions (TDDs). A medium‐sized corpus of discourse exchanges was collected using the TDDs. A selection of nearly two hundred of these TDD exchanges formed the multimedia discourse database to the implemented prototype system, Dissemination. Initial results from a controlled experiment and evaluation of Dissemination are outline

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

Appropriate assessment for resource based learning in networked environments

Recent advances in the use of information and communications technologies in Higher Education have led to an explosion of interest in networked learning, which offers the potential for more open ended and flexible study in an ODL context. Anew generation of resource based courses in networked environments combines access to a wide variety of resources in electronic form, with the construction and negotiation of meaning through online collaborative interaction. This study set out to establish what assessment strategies might be appropriate to support student learning in this context.A case study of one Open University undergraduate course was undertaken over a three year period, with three cohorts of students, and the findings were compared with a short study of a second postgraduate course. The research explored perspectives on resource based learning in networked environments and highlighted aspects of assessment which appeared to support learning effectively. These findings led to the refining of assessment in later course presentations, demonstrating a successful interplay between evaluation and teaching practice.The study has confirmed that the assessment strategy must be aligned with the exercise of self-directed learning, whilst developing information handling and online collaborative skills, and allowing scope for open-ness and flexibility in content. The extent to which these criteria for design are important will depend on the stage of development of the students, and the aims, and degree of openness of the course.The experience here shows that it is important to identify and differentiate between appropriate skills required for a course, and those which the course will seek to develop, so that the assessment can reflect these aims

Cognitive load theory, educational research, and instructional design: some food for thought

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load

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

Navigational patterns in interactive multimedia

The central purpose of this thesis is to investigate whether users have distinct preferences for specific navigational patterns in multimedia: that is preferences for moving through multimedia. Subsidiary questions are whether users have preferences for working strategies, (the mental approach to investigating software) whether these preferences are similar for specific groups and whether these preferences are affected by the software's system and navigational design. Four groups were investigated within two ranges: children to adults, and novices to experts. The literature review revealed four different perspectives of investigating navigation: user, designer, pedagogy and human computer interaction and although this research concentrates on the first two perspectives the other two are integral and of equal importance.Two empirical studies elicited the navigational information. The first studied pairs of children undertaking set tasks in multimedia, and demonstrated that although each pair had definite preferences, each group did not utilise the full pattern range discerned from the observations, literature review and multimedia package analysis. The second study was redesigned using individual adults to ascertain the full range of preferred patterns in use. The essential element from the investigations was the wide range of variation between individuals and within groups. There was a gradual progression in their range and speed using these patterns, related to their skills, abilities and experience, and each individual could be placed along a continuum. Topologies of the multimedia packages and diagrams of the fit of the navigation patterns were included. Finally an expert panel was convened to verify the pattern range and their comments supported the new classification.The research outcomes included navigational patterns and working strategies classifications, future techniques for designers, and user methods. These will create more successful and informed multimedia, and forward developments and improvements in the design of high quality user preference software