Cognitive overheads and prostheses: some issues in evaluating hypertexts
HYPERTEXT '91 Proceedings of the third annual ACM conference on Hypertext
Cognitive mapping architectures and hypermedia disorientation: an empirical study
Journal of Educational Multimedia and Hypermedia
Learning with hypertext learning environments: theory, design, and research
Journal of Educational Multimedia and Hypermedia
Hypertext segmentation and goal compatibility: effects on study strategies and learning
Journal of Educational Multimedia and Hypermedia
Effects of content representation and readers' prior knowledge on the comprehension of hypertext
International Journal of Human-Computer Studies
Education and Information Technologies
Cognitive load in hypertext reading: A review
Computers in Human Behavior
Cognitive load in hypermedia reading comprehension: Influence of text type and linearity
Computers in Human Behavior
Improving navigation and learning in hypertext environments with navigable concept maps
Human-Computer Interaction
Semantic scaffolds in hypermedia learning environments
Computers in Human Behavior
Navigation in hypermedia learning systems: experts vs. novices
Computers in Human Behavior
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
HCD 09 Proceedings of the 1st International Conference on Human Centered Design: Held as Part of HCI International 2009
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
The attention-guiding effect and cognitive load in the comprehension of animations
Computers in Human Behavior
Reading skills and children's navigation strategies in hypertext
Computers in Human Behavior
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A study was carried out to investigate the effects of prior knowledge on learning with a non-linear electronic document including an interactive conceptual map. Cognitive Load Theory was used as theoretical framework to investigate effects on cognitive load and disorientation in learning from non-linear documents. Forty-four future high school biology teachers were required to learn the multiplication cycle of a virus from either a hierarchical structure (organisational links) or a network structure (relational links). For the low prior knowledge learners, the results showed that the hierarchical structure supported better free recall performance and reduced feelings of disorientation. In contrast, the high prior knowledge learners performed better and followed more coherent reading sequences in the network structure. However, no interaction effect between prior knowledge and the type of structure was observed on mental effort and disorientation ratings. The results and the construct of disorientation are discussed in light of the processing demands in non-linear documents.