Reading and writing with computers: a framework for explaining differences in performance
Communications of the ACM
CHI '92 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
A scrollbar-based visualization for document navigation
Proceedings of the fourth ACM conference on Digital libraries
International Journal of Human-Computer Studies
Efficacy of a map on search, orientation and access behaviour in hypermedia system
Computers & Education
CHI '00 Extended Abstracts on Human Factors in Computing Systems
Reading patterns and usability in visualizations of electronic documents
ACM Transactions on Computer-Human Interaction (TOCHI)
Effects of content representation and readers' prior knowledge on the comprehension of hypertext
International Journal of Human-Computer Studies
International Journal of Human-Computer Studies
Constructing structure maps of multiple on-line texts
International Journal of Human-Computer Studies
Signposts on the digital highway
Interacting with Computers
Cognitive load in hypertext reading: A review
Computers in Human Behavior
The effects of text structure and prior knowledge of the learner on computer-based learning
Computers in Human Behavior
The effect of page layout on mental workload: A dual-task experiment
Computers in Human Behavior
Revisiting read wear: analysis, design, and evaluation of a footprints scrollbar
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
An eye-tracking study of how color coding affects multimedia learning
Computers & Education
Do graphical overviews facilitate or hinder comprehension in hypertext?
Computers & Education
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Effect of high-level content organizers on hypertext learning
Computers in Human Behavior
How Students Use Contextual Cues in Finding Information in Paper and Electronic Textbooks
ICALT '11 Proceedings of the 2011 IEEE 11th International Conference on Advanced Learning Technologies
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People have greater difficulty reading academic textbooks on screen than on paper. One notable problem is that they cannot construct an effective cognitive map because of the lack of contextual information cues and ineffective navigational mechanisms in e-books. To support the construction of cognitive maps, this paper proposes the visual cue map, which presents pages and within-page spatial cues in an interactive toolbar, and reflects the physical structure of the book and the relative relationship between cues and pages. An e-book reading system integrated with the visual cue map and 2 reading strategies-surveying and questioning-was developed, and an experiment was conducted to examine the effect of the visual cue map on the reading, reviewing, and navigational performance of readers. The results showed that participants who used the system with the visual cue map spent significantly less time to complete 10 navigational tasks and gained a higher reviewing score. Based on the results, we conclude that the visual cue map can improve navigational performance, which also improves reviewing performance. The improvements may be due to the visual cue map helping the construction of cognitive maps.