What's Eliza doing in the Chinese room? Incoherent hyperdocuments—and how to avoid them
HYPERTEXT '91 Proceedings of the third annual ACM conference on Hypertext
Using hypermedia to provide learner control
Journal of Educational Multimedia and Hypermedia
Understanding navigation and disorientation in hypermedia learning environments
Journal of Educational Multimedia and Hypermedia
The World Wide Web and higher education: the promise of virtual universities and online libraries
Educational Technology - Special issue on Web-based learning
Hyper-authoring for education: a qualitative evaluation
Computers & Education
Spatial versus conceptual maps as learning tools in hypertext
Journal of Educational Multimedia and Hypermedia
Lost in hyperspace: cognitive mapping and navigation in a hypertext environment
Hypertext: theory into practice
Multimedia Technologies in University Courses: Some Examples
ICMCS '99 Proceedings of the IEEE International Conference on Multimedia Computing and Systems - Volume 2
Enhancing student learning through hypermedia courseware andincorporation of student learning styles
IEEE Transactions on Education
Modeling reader's emotional state response on document's typographic elements
Advances in Human-Computer Interaction
Web page previews: effect on comprehension, user perceptions, and site exploration
Journal of Information Science
Mobile projectors versus mobile displays: an assessment of task performance
Proceedings of the ACM Symposium on Applied Perception
Construction of cognitive maps to improve e-book reading and navigation
Computers & Education
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This study is an attempt to investigate the effects of document structure and knowledge level of the reader on reading comprehension, browsing, and perceived control. Four types of texts are distinguished, differing in structure (linear text, hierarchical hypertext, mixed hypertext, and generative text). All the materials were on a PC. In all conditions, participants were allowed 1h to read through the document. After completing the reading part of the experiment, they were asked to fill out the perceived control questionnaire followed by the reading comprehension test. As far as reading comprehension was concerned, knowledgeable participants had higher reading comprehension scores than non-knowledgeable participants only in the linear text. In addition, there were no significant differences in terms of the reading comprehension scores of the knowledgeable participants among the four topologies. However, the performance of non-knowledgeable participants differed with respect to the type of the topology. In particular, non-knowledgeable participants in the hierarchical and generative conditions performed better than those in the other two conditions. With respect to perceived control, the performance of knowledgeable and non-knowledgeable participants was equivalent in all four conditions. The results are discussed in terms of their implications for the computer-based learning.