Cognitive load in hypertext reading: A review

  • Authors:

  • Diana DeStefano;Jo-Anne LeFevre

  • Affiliations:

  • Centre for Applied Cognitive Research, Department of Psychology, Carleton University, 1125 Colonel By Drive, Ottawa, ON, Canada K1S 5B6;Centre for Applied Cognitive Research, Department of Psychology, Carleton University, 1125 Colonel By Drive, Ottawa, ON, Canada K1S 5B6

  • Venue:
  • Computers in Human Behavior
  • Year:
  • 2007

Quantified Score

Hi-index 0.00

Visualization

Abstract

A process model of hypertext reading was used to generate predictions about the effects of hypertext features on cognitive processing during text navigation and comprehension. We evaluated the predictions of the model with respect to the extant literature, focusing on studies in which versions of hypertexts were compared. Consistent with our predictions, the increased demands of decision-making and visual processing in hypertext impaired reading performance. Individual differences in readers, such as working memory capacity and prior knowledge, mediated the impact of hypertext features. For example, readers with low working memory and low prior knowledge were usually disadvantaged in hypertext. Some benefits were observed for learners with low prior knowledge, however, if the hypertext structure was hierarchical and consistent with that of the knowledge domain. We also surveyed the effectiveness of structural features designed to reduce cognitive load, including graphical overviews, restricted access to links, and visible link types. Complex graphical overviews did not reliably enable learning and navigation, whereas navigational support from restricted access and visible link types were helpful. We identified gaps in the empirical literature and suggested future studies to investigate cognitive processes in hypertext reading.