Comprehension and navigation of networked hypertexts.
Abstract: 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 m...
| Published in: | Journal of Computer Assisted Learning Vol. 34; no. 3; pp. 306 - 315 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Jun2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129452905&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129452905 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2018 vid: 34 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 129452905 129452905 129452905 10.1111/jcal.12243 129452905 ppf: 306 ppct: 9 formats: tig: atl: Comprehension and navigation of networked hypertexts. aug: au: Blom, Helen Segers, Eliane Knoors, Harry Hermans, Daan Verhoeven, Ludo affil: Behavioural Science Institute, Radboud University, The Netherlands sug: subj: Learning Methods Computer-Assisted Instruction Netherlands Reading World Wide Web Netherlands Human Schools, Secondary Netherlands Clinical Assessment Tools Analysis of Covariance Repeated Measures Analysis of Variance Funding Source ab: Abstract: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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