Which way now? Analysing and easing inadequacies in WWW navigation
International Journal of Human-Computer Studies
Interacting with hypertext: a meta-analysis of experimental studies
Human-Computer Interaction
Promoting active learning: the role of system structure in learning from hypertext
Human-Computer Interaction
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Two experiments tested the hypothesis that graphical organizers aid users of hypertext documents by providing explicit structural cues. Participants answered thirty questions using a hierarchical website of aquatic animals. In Experiment 1, participants given non-navigable maps were more efficient than participants not given maps on questions 1-20, but marginally less efficient on questions 21-30. In Experiment 2, animal pages contained either an organizer that located the current page within the structure of the website (explicit group), or did not (implicit group). The explicit group was faster during the test phase, but not more efficient. Spatial ability and prior knowledge affected performance. These results suggest that maps are initially useful but discourage further learning.