Individual differences, hypermedia navigation, and learning: an empirical study
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
Implicit measures of lostness and success in web navigation
Interacting with Computers
Interacting with Computers
The effects of text structure and prior knowledge of the learner on computer-based learning
Computers in Human Behavior
Students' navigation patterns in the interaction with a mechanics hypermedia program
Computers & Education
Automated semantic elaboration of web site information architecture
Interacting with Computers
Identification of the design variables of eLearning tools
Interacting with Computers
Web page previews: effect on comprehension, user perceptions, and site exploration
Journal of Information Science
Assigning search tasks designed to elicit exploratory search behaviors
Proceedings of the Symposium on Human-Computer Interaction and Information Retrieval
Computers in Human Behavior
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The study examined the interaction effects of prior knowledge and hypertexts structure (network vs. hierarchy) on comprehension. Comprehension was investigated analyzing jointly three dependent variables: comprehension outcomes, coherence of the reading sequences and feelings of disorientation. The results supported most of the assumptions showing an interaction effect on each measure. For low prior knowledge readers, a hierarchical structure improved comprehension performance, helped them to follow coherent reading sequences and reduced their feelings of disorientation. For high prior knowledge readers, comprehension performance and feelings of disorientation were not affected by the type of structure. Moreover, prior knowledge was a relevant resource to cope with the cognitive requirements of reading non-linear texts. In the network condition, prior knowledge supported better comprehension, led the readers to follow more coherent reading sequences and limited their feelings of disorientation. The discussion dealt with processes based on prior knowledge involved in hypertext comprehension, and stressed the need for conducting further investigations on the nature of the on-line inferences and on relations between performance, navigation and disorientation.