Computer-based tools to support learning from hypertext: concept mapping tools and beyond
CAL '93 Selected contributions from the 93 symposium on CAL into the mainstream
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
Semantic scaffolds in hypermedia learning environments
Computers in Human Behavior
Do graphical overviews facilitate or hinder comprehension in hypertext?
Computers & Education
The influence of leads on cognitive load and learning in a hypertext environment
Computers in Human Behavior
Navigation in hypermedia learning systems: experts vs. novices
Computers in Human Behavior
Hi-index | 0.00 |
The effects of four hypertext learning environments with a hierarchical graphical overview were studied on the coherence of the node sequence, extraneous load and comprehension. Navigation patterns were influenced by the type of overview provided (i.e., dynamic, static) and whether navigation was restricted (i.e., restricted, non-restricted). It was hypothesised that redundant use of the overview for inducing a high-coherence reading sequence would result in high extraneous load and low comprehension. Coherence was higher in the dynamic than in the static conditions. Coherence was also higher in the restricted than in the non-restricted conditions. Mental effort as a measure of extraneous load was higher at the end than at the beginning of the learning phase, especially in the dynamic restricted and the static non-restricted conditions, although there was no significant interaction. Comprehension was lowest in the dynamic restricted condition and highest in the dynamic non-restricted and static restricted conditions. Low comprehension in the dynamic restricted condition indicates that overviews can become redundant for reading sequence coherence, negatively impacting comprehension. The evidence suggests that severe restriction of navigation paths should be avoided and that continuous use of overviews such as in dynamic overviews may be detrimental to learning.