Tools for reading and browsing hypertext
Information Processing and Management: an International Journal
Cognition and learner control: a literature review, 1977–1988
Journal of Computer Based Instruction
Information seeking in electronic encyclopedias
Machine-Mediated Learning
Problems and issues in designing hypertext/hypermedia for learning
Designing hypermedia for learning
Understanding navigation and disorientation in hypermedia learning environments
Journal of Educational Multimedia and Hypermedia
Journal of Interactive Learning Research
Proficiency-Adapted Information Browsing and Filtering in Hypermedia Educational Systems
User Modeling and User-Adapted Interaction
Interacting with hypertext: a meta-analysis of experimental studies
Human-Computer Interaction
Dynamic visualisations and hypermedia: Beyond the "Wow" factor
Computers in Human Behavior
Editorial: State of the art research into Cognitive Load Theory
Computers in Human Behavior
Scaffolding self-directed learning with personalized learning goal recommendations
UMAP'10 Proceedings of the 18th international conference on User Modeling, Adaptation, and Personalization
Web page previews: effect on comprehension, user perceptions, and site exploration
Journal of Information Science
Computers in Human Behavior
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In knowledge acquisition from hypermedia, learners have to orient themselves in a non-linear information space, navigate in this space and build a knowledge structure from the information there. Research on learning from hypermedia has focused primarily on enhancing orientation and navigation, with only minor attention on possibilities for supporting semantic processing. In a first experiment, 98 students from senior high school and university undergraduates learned about a complex subject matter either without or with semantic scaffolds, which were presented either in an obligatory (non-removable) or in an optional mode. High prior knowledge learners profited from adequately used semantic scaffolds, whereas low prior knowledge learners did not. In a second experiment, 53 senior high school students and university undergraduates received the learning material with semantic scaffolds presented either in an obligatory mode (but removable on demand) or in an optional mode. Learners with low prior knowledge performed better with optional presentation. Learners with high prior knowledge performed better with obligatory presentation, which allowed removing scaffolds on demand. Learners generally preferred the optional presentation of learning scaffolds.