Effects of content representation and readers' prior knowledge on the comprehension of hypertext
International Journal of Human-Computer Studies
Cognitive load in hypertext reading: A review
Computers in Human Behavior
Trends in sitemap designs: a taxonomy and survey
AUIC '07 Proceedings of the eight Australasian conference on User interface - Volume 64
Promoting active learning: the role of system structure in learning from hypertext
Human-Computer Interaction
Navigation in hypermedia learning systems: experts vs. novices
Computers in Human Behavior
Comprehension effects of signalling relationships between documents in search engines
Computers in Human Behavior
Reading skills and children's navigation strategies in hypertext
Computers in Human Behavior
Proceedings of the 11th annual international ACM/IEEE joint conference on Digital libraries
Effect of high-level content organizers on hypertext learning
Computers in Human Behavior
Web page previews: effect on comprehension, user perceptions, and site exploration
Journal of Information Science
Construction of cognitive maps to improve e-book reading and navigation
Computers & Education
Computers in Human Behavior
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Educational hypertexts usually include graphical overviews, conveying the structure of the text schematically with the aim of fostering comprehension. Despite the claims about their relevance, there is currently no consensus on the impact that hypertext overviews have on the reader's comprehension. In the present paper we have explored how hypertext overviews might affect comprehension with regard to (a) the time at which students read the overview and (b) the hypertext difficulty. The results from two eye-tracking studies revealed that reading a graphical overview at the beginning of the hypertext is related to an improvement in the participant's comprehension of quite difficult hypertexts, whereas reading an overview at the end of the hypertext is linked to a decrease in the student's comprehension of easier hypertexts. These findings are interpreted in light of the Assimilation Theory and the Active Processing model. Finally, the key educational and hypertext design implications of the results are discussed.