Hypermedia and learning: freedom and chaos
Educational Technology - Hypermedia
Readers' comprehension and strategies in linear text and hypertext
Readers' comprehension and strategies in linear text and hypertext
Using hypermedia to provide learner control
Journal of Educational Multimedia and Hypermedia
Evaluating the influence of interface styles and multiple access paths in hypertext
CHI '94 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
The effects of visible link-types on learning in the hypertext environment: an empirical study
Computers in the Schools - Special issue: multimedia and megachange—new roles for educational computing, part 2
Characterizing browsing strategies in the World-Wide Web
Proceedings of the Third International World-Wide Web conference on Technology, tools and applications
Hypermedia and cognition: designing for comprehension
Communications of the ACM
Evaluating usability of interface styles and multiple access paths in hypertext
Evaluating usability of interface styles and multiple access paths in hypertext
Labeled, typed links as cues when reading hypertext documents
Journal of the American Society for Information Science
Journal of the American Society for Information Science
Page and link classifications: connecting diverse resources
Proceedings of the third ACM conference on Digital libraries
Usability studies and designing navigational aids for the World Wide Web
Selected papers from the sixth international conference on World Wide Web
Journal of the American Society for Information Science
Cognitive design of home pages: an experimental study of comprehension on the World Wide Web
Information Processing and Management: an International Journal
Principles of Web Design
Enhancing Information Comprehension Through Hypertext
Intelligent Hypertext: Advanced Techniques for the World Wide Web
Effects of content representation and readers' prior knowledge on the comprehension of hypertext
International Journal of Human-Computer Studies
Learning from a hypertext: the effect of reading interactive text containing non-sequential, associative linkages on comprehension
Influencing web-browsing behavior with intriguing and informative hyperlink wording
Journal of Information Science
Improving navigation and learning in hypertext environments with navigable concept maps
Human-Computer Interaction
Computers in Human Behavior
Web page previews: effect on comprehension, user perceptions, and site exploration
Journal of Information Science
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This study investigated the effect of explicitness of navigational links on comprehension, perceptions of use, and browsing behaviour in an informational web site. The purpose was to determine whether link explicitness would assist users in overcoming cognitive overload and disorientation. Subjects took a pre-knowledge survey, browsed web pages in one of four link explicitness conditions, and took a post-browsing survey on comprehension and perceptions of use. Link explicitness differentially affected the outcome measures. Organizationally explicit navigational links resulted in lower scores on the post-comprehension survey. A combined condition of semantically and organizationally explicit links resulted in subjects reporting that they followed more embedded links. Traditional links and semantically/organizationally explicit links resulted in subjects exploring more of the study web site. These results, together with subjects' comments and webserver log files, indicate that navigational link labels clearly affect user performance - ambiguous link labels degrade comprehension and constrain browsing; traditional navigational links and links that provide dual signaling encourage broader sampling of a web site.