Cognitive processing of hyperdocuments: when does nonlinearity help?
ECHT '92 Proceedings of the ACM conference on Hypertext
Implementation of motivational tactics in tutoring systems
Journal of Artificial Intelligence in Education
Does the Internet support student inquiry? Don't ask.
Communications of the ACM
ARTEMIS: learner-centered design of an information seeking environment for K-12 education
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Improving navigation and learning in hypertext environments with navigable concept maps
Human-Computer Interaction
Learning from digital text in inquiry-based science classes: lessons learned in one program
ICLS '06 Proceedings of the 7th international conference on Learning sciences
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The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from nonlinear science texts would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science principles and the relationships among them.