Mental models: towards a cognitive science of language, inference, and consciousness
Mental models: towards a cognitive science of language, inference, and consciousness
Lost in hyperspace: cognitive mapping and navigation in a hypertext environment
Hypertext: theory into practice
Balancing search and retrieval in hypertext: context-specific trade-offs in navigational tool use
International Journal of Human-Computer Studies
Effects of content representation and readers' prior knowledge on the comprehension of hypertext
International Journal of Human-Computer Studies
Towards a general theory of topological maps
Artificial Intelligence
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
Students' navigation patterns in the interaction with a mechanics hypermedia program
Computers & Education
Promoting active learning: the role of system structure in learning from hypertext
Human-Computer Interaction
Do graphical overviews facilitate or hinder comprehension in hypertext?
Computers & Education
SNIF-ACT: a model of information foraging on the world wide web
UM'03 Proceedings of the 9th international conference on User modeling
Construction of cognitive maps to improve e-book reading and navigation
Computers & Education
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This study investigates the cognitive abilities involved in hypertext learning and design approaches that can help users. We examined the effects of two types of high-level content organizers - a graphic spatial map and an alphabetical list - on readers' memory for hypertext structure. In the control condition, a simple ''home'' page with no navigational aid was offered. Subjects were asked to read the hypertext with the purpose of learning the content, but in the post test phase they also had to recall the layout of nodes and links. Memory for links and page places varied as a function of condition. When a spatial map was available participants reconstructed more accurate formal structure then in the two other conditions. Participants' memory about page places was the least accurate in the list condition. Results also indicate that participants use the content organizer when it is available in order to orientate during learning from hypertext documents. Our results prove that a content organizer showing the formal structure can facilitate the spatial mapping process. However, an organizer exposing a different structure than the real one would generate a conflict.