Mental models: towards a cognitive science of language, inference, and consciousness
Mental models: towards a cognitive science of language, inference, and consciousness
Understanding navigation and disorientation in hypermedia learning environments
Journal of Educational Multimedia and Hypermedia
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
Computers in Human Behavior
Effect of high-level content organizers on hypertext learning
Computers in Human Behavior
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In this paper the assumption of cognitive overhead in hypermedia learning is specified by cognitive load theory. This analysis is based on different types of cognitive load, the dimension of linearity/non-linearity as well as text characteristics. We propose a model stating that extraneous cognitive load in hypermedia learning is basically determined by the interaction of text presentation format (linear/non-linear) with text type (text with and without narrative structures). This assumption was tested by means of a 2x2 experimental design. Sixty participants completed a computer-based learning program that contained a narrative text or an encyclopaedia text in either linear or non-linear presentation format. Results confirm the suggested interaction hypothesis postulating that non-linear information presentation of narrative text structure increases cognitive load and decreases knowledge acquisition. However, for encyclopaedia text participants' knowledge acquisition was not affected by linear or non-linear presentation format. Furthermore, results suggest a cross-validation of cognitive load measures and propositional analysis.