Effect of hypertext highlighting on browsing,reading, and navigational performance

Reading hypertext documents is more difficult than reading traditional linear text. Text highlighting plays the role of encoding for reading comprehension and may play the roles of contextual cues and landmarks for hypertext navigation. The purpose of this study was to examine the effect of text highlight and organizing highlighted text into a hierarchical structure on browsing, reading, and navigation performance in a network hypertext system. A randomized experiment was conducted. Ninety participants were randomly assigned to three conditions: a reading system with text highlighting, with text highlighting and organizing highlighted text, and without any aids. Dependent variables included browsing performance: time spent and the length of navigational path for reading; reading performance: recall and inference scores, navigational performance: scores of landmark and route knowledge and time spent and the length of navigational path for completing nine navigational tasks. The results showed that text highlight did not improve reading and navigational performance. By contrast, organizing highlighted text yielded significantly worst performance in reading and navigation. According to the results, we propose several suggestions for the design of reading instruction and digital highlighters.     

The effect of visual design and placement of intra-article navigation schemes on reading comprehension and website user perceptions

Multipage articles on websites require intra-article navigation schemes and, when well designed, such navigational schemes signal the topical structure of the article’s contents. This study examines the effect of the visual design and placement of intra-article navigation schemes on website users’ reading comprehension and user experience. Using an informational medical website, four treatments of an intra-article navigation scheme were varied in their level of visual distinctness from the site’s other navigation devices and in their placement in the web page. Significant differences were found for reading comprehension and perceived knowledge gained. Reading comprehension was highest with an intra-article navigation scheme that was most visually distinct as an article table of contents and that replaced the site’s navigation on the web page layout. Paradoxically, participants’ perceptions of the amount of knowledge they gained were rated lowest for this condition. Suggestions for navigation design are presented.     

Evaluation of hypertext in an activity learning environment

Abstract This paper presents a study which evaluates the use and efficiency of two computer learning tools for basic virology. The first, VIROLAB, is a simulation of a biology laboratory in which the learner uses virtual lab facilities to help defective viruses to multiply. The system also includes a hypertext that provides learners with some knowledge on virology. The second tool is the hypertext which has been extracted from VIROLAB and which is now considered as an independent learning environment. This study addressed two specific questions: (1) which of the two tools was the most efficient for knowledge acquisition, and (2) were there any differences in the use of the two hypertexts? Comparison of pre‐ and post‐test scores showed that neither of the two learning tools is better than the other. However, analysis of the navigation paths showed that VIROLAB users dissociated the reading of the integrated hypertext from the problem resolution activities. The implications of this finding for the design of the learning environment are discussed.     

Effects of self-generated graphic organizers on learning depend on in-task guidance

We investigated the effects of readymade versus self-generated graphic organizers (GOs) on learning, comparing the performances of undergraduates (N = 81) tasked with learning a multimedia document. This document was either presented on its own (control group), with a readymade GO, or with a blank GO that students had to fill in either before or during the learning of the document. In line with previous research, adding a readymade GO increased students' memorization and transfer scores, compared with controls. By displaying the main ideas in the text and their hierarchical relations, GOs act as visual aids to learning. Results showed that self-generating a GO was no more beneficial than viewing a readymade GO when students were placed in a dual-task situation (generation + learning). However, when the students' information processing was guided by sequencing these tasks (generation then learning), they outperformed the control and readymade groups on memorization and comprehension.     

The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order

Problems in learning with hypertext systems have been claimed to be caused by high levels of disorientation and cognitive load. This was recognized by DeStefano and LeFevre [DeStefano, D., & LeFevre, J. -A., (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616–1641.] who predicted an increase of cognitive load and impairment of learning for hypertexts with a higher number of links per page. From a practical perspective, several navigation support techniques, such as providing link suggestions, have been proposed for guiding learners and reducing cognitive overload. In an experiment, we tested DeStefano and LeFevre’s predictions as well as the usefulness of link suggestions. Participants used different versions of a hypertext, either with 3-links or 8-links per page, presenting link suggestions or not. We tested their cognitive load and learning outcomes. Results showed that there was a benefit of using link suggestions for learning, but no effect of number of links on learning was found. Moreover, the effects of our manipulations on cognitive load were mediated by the reading order that participants selected. Implications for research and the design of navigation support systems are discussed.     

Reading skills and children’s navigation strategies in hypertext

Prior research has identified two important navigation strategies that have a clear impact on hypertext comprehension: link selection and overview processing strategies. The first relate to the order in which students select hyperlinks while trying to comprehend a hypertext, whereas the second relate to when and for how long students process navigation overviews, a text device that conveys the text structure by displaying sections, titles and their relations. Most prior research in navigation strategies has been conducted with undergraduate students. We extend prior research by exploring the navigation strategies used by sixth-graders while reading a hypermedia system. We also investigate how reading skills relate to the use of navigation strategies, and how both shape students’ comprehension in hypertext. Results from an electronic reading study replicated in sixth-graders the results on navigation strategies previously found in undergraduate samples. In addition, the results revealed that reading skills predicted the use of link selection but not of overview processing strategies. We discuss our results in light of new models of electronic reading proficiency, and propose some instructional guidelines to improve children’ electronic reading proficiency.     

The influence of node sequence and extraneous load induced by graphical overviews on hypertext learning

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.     

基于VB的超文本系统中热链功能的设计与实现

该文介绍了利用VB设计简单适用的超文本功能时热链功能的设计与实现方法。     

Aesthetics of navigational performance in hypertext

A hypertext learner navigates with a instinctive feeling for a knowledge. The learner does not know her queries, although she has a feeling for them. A learners navigation appears as complete upon the emergence of an aesthetic pleasure, called rasa. The order of arrival or the associational logic and even the temporal order are not relevant to this emergence. The completeness of aesthetics is important. The learner does not look for the intention of the writer, neither does she look for significance. Lexia has a suggestive power and she is suggested in the arrival of aesthetics. Hypertext learning does not depend on communication. The learner in her pleasure transgresses the bounds of space-time to be in communion with several writers/learners. Hypertext learning does not appear to be fundamentally different from the analog learning; however, in performance, as in navigation, the learner assumes a mental state that helps her in her emergence into aesthetic bliss, of an arrival to the completed lexial navigation. This completeness is owing to aesthetics and is not owing to either the semantics or the query-fulfilling qualities.     

Effects of different metaphor usage on hypertext learning

There are many studies that offer different opinions on the effects of hypertext usage as an educational tool. Given the differences of opinion, it is useful to research the effects of metaphor usage in hypertext education and the use of hypertext as an educational tool. In this study, the effects of metaphors' uses in constructing the characteristics of the hypertext teaching have been approved. A between-group design experiment was conducted to study the effects of four metaphors on four different groups. Survey results emphasise the importance of metaphor usage and the manner in which metaphor is used. It was also discovered that metaphor usage in the hypertext teaching affects the construction duration of the hypertext but does not have any effects on the acquisition of knowledge.     

Efficacy of a map on search, orientation and access behaviour in a hypermedia system

Many researchers have proposed hypertext and hypermedia as superior learning environments over traditional linear-based approaches. At the same time, reports of disorientation amongst students working in these environments has become a topic of major concern. The study reported in this paper sets out to investigate the efficacy of the provision of maps on students' ability to search, orientation and access information in a hypertext-based learning task. The domain used required students to learn about the theory of tectonic plates. The results indicate that the greater use of maps led to less relevant searching behaviour and less effective search effort. In conclusion, it is argued that the concept of the spatial metaphor has not served the designers and students of hypertext and hypermedia environments well. Further, it is proposed that designers of non-linear learning environments would be better served by concentrating on the fundamental usability of their systems rather than attempting to introduce navigational aids, which themselves are a symptom of poor design.     

Novices' need for exploration: Effects of goal specificity on hypertext navigation and comprehension

The present study examines the effects of general, medium specificity, and specific instructions on hypertext navigation and comprehension scores. Undergraduate students (N = 45) were assigned to the different hypertext conditions, and navigation patterns were extracted through cluster analysis. Control subjects (N = 45) performed the same tasks, but using paper texts. Our results suggest that novices are only affected by the specificity of instructions after an exploration phase. Also, an ANOVA showed no significant differences in comprehension scores across conditions, supporting the fact that hypertext comprehension is directly affected by navigation paths. Implications for research and education are discussed.     

Simplifying interactive design of solid models: A hypertext approach

Conceptual design and editing parameterized models of 3D solids often requires user interactions with many types of entities and relations. In this paper, we present a concept for simplifying the design process. The simplification is based on three paradigms; integration of data structures and control structures, multiple view interface, and use of hypertext techniques for fast traversal and selective display of data. Data structures and control structures are integrated into uniform building blocks called cells. Cells define assemblies of CSG solids and can be grouped bottom-up into more complex cells or, alternatively, can be refined top-down during the design process. Efficient specification of complex cells and patterns is made possible through the use of automatic default values, multiple instantiation, built-in repetition, and recursion. A multiple-view interface enables the designer to view and edit both the cell parameters and the hierarchical structure of the model. The interface provides integrated textual, 2D graphical, and 3D direct-manipulation techniques for specifying primitive dimensions and relative transformations.     

Hypertext in cognate-language learning

Abstract  This paper reports on the results of and experiences gained from a project to investigate and evaluate the use of hypertext as a tool for developing CALL systems. The type of CALL system implemented was to some extent influenced by the desire to experiment with hypertext. Its novel features seemed to indicate that it would be ideal for the development of a cognate-language learning package i.e. software which would aid the development of reading ability in a foreign language based on the knowledge of a related language. Accordingly, a package was developed which provides the 'same' prose passages in French and Spanish (with English normally operating as the first language). A reader is able to browse in one of these languages, trying to understand the meaning by either interpolating between cognate words or by moving between the identical passages of two (or even three) of the languages.     

The use of hypertext in the writing of group papers

Abstract The Virtual Constructing Tool (VCT) was developed at the Nijmegen School of Management in 1998. The VCT is intended to facilitate the process of writing group papers through the use of construction and communication tools and is based completely on the Internet. The VCT allows a paper to be structured by means of hyperlinking and cooperation between students. Students are allowed to divide tasks, but they are held responsible for the quality of the arguments in the paper as a whole. They are invited to spend time in dealing with validity claims and in building a valid train of thought. Producing a group paper includes four interrelated working processes: exploring the subject, exchanging information, arguing and discussing and editing. Hyperlinking offers a contribution in each of these processes which varies from associative linking of pieces of information to strengthening linear structuring. Therefore, a different perspective has been taken to that of those authors who consider hyperlinking as a tool par excellence for the nonlinear production of information.     

Self-organising navigational support in lifelong learning: How predecessors can lead the way

Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However, efficient and effective lifelong learning requires that learners can make well informed decisions. Drawing on principles of self-organisation and indirect social interaction, this article suggests solving the problem by analysing the paths followed by learners and feeding this information back as advice to learners facing navigational decisions. This article starts by introducing the principles of self-organisation and indirect social interaction. It describes how we expect the use of indirect social interaction using collaborative filtering to enhance effectiveness (completion rates and amount of progress) and efficiency (time taken to complete) in lifelong learning. The effects were tested in a controlled experiment, with the results showing effects on effectiveness though not on efficiency. The study shows that indirect feedback is a promising line of enquiry for navigational support in lifelong learning.     

The effects of graphical overviews on knowledge acquisition in hypertext

Abstract A central aspect of designing hypertext for learning concerns the structure of the information in the hypertext and the view the learner is offered of this structure. In this study, a hypertext environment was enhanced with a graphical overview that represented the basic, inherent, structure of the domain and the layout was designed in such a way that learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. This so-called 'visual' lay-out was compared with two lay-outs that presented randomly positioned nodes. One of these two lay-outs contained hints (using 'highlighting') to stimulate learners to follow a domain related exploration similar to the one incorporated in the visual lay-out. The other ('control') lay-out did not provide such hints. Results showed that participants from both the 'visual' and the 'hints' conditions demonstrated a more domain-related exploration pattern than participants from the 'control' condition. Participants in the 'visual' lay-out did not show a better recall of the content of the nodes as such, but showed a significantly better acquisition of knowledge of structure than participants from the other two conditions. These data indicate that a visual display conveys knowledge in its own right and that knowledge gained does not depend on the exploration route followed in the hypertext material.     

Concepts for improved visualization of Web link attributes

This paper discusses methods to generate and display automatically additional hyperlink information to the users of the World Wide Web. Current Web browsers make it hard to predict what will happen if a link is followed: users get different information than they expect, a new window may be opened, a download starts, or the destination object is just not available. Instead of giving an appropriate notification in advance, users have to follow a link, check whether the document contains the expected information, get back, try another link etc. However, usually it is possible to obtain additional hyperlink information from several sources like link anchor tags, the user's history and Web servers. Furthermore, with little enhancements, Web servers may include even more additional information to the hyperlinks in Web documents. These can be displayed before users select a link to improve navigation and reduce the cognitive overhead. In this paper several types of Web hyperlink information are listed, potential methods to present these facts are compared, the prototype implementation of the proposed concept — called by us HyperScout — is presented, and further developments are discussed.     

ALOCOM: a generic content model for learning objects

e-Learning organizations are focusing heavily on learning content reusability. The ultimate objective is a learning object economy characterized by searchable digital libraries of reusable learning objects that can be exchanged and reused across various learning systems. To enable such approach, basic questions of learning content interoperability need to be addressed. This paper investigates the interoperation of learning content defined according to different specifications. A number of content models are reviewed that define learning objects and their components. On the basis of a comparative analysis, the content models are mapped to a generic model for learning objects to address interoperability questions and to enable share and reuse on a global scale.     

Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance

Videos have diverse content that can assist students in learning. However, because videos are linear media, video users may take a longer time than readers of text to evaluate the context. Therefore, the process of video search may vary from one user to another depending on the users' individual characteristics, and the effectiveness of video learning may also vary across individuals. This study evaluated 100 Taiwanese fifth graders searching for videos related to “understanding animals” on YouTube and examined the effects of the students' metacognitive strategies (planning, monitoring, and evaluating) and verbal-imagery cognitive style on their video searches. The observable indicators were quantitative (search behaviors, search performance, and learning performance) and qualitative (search process observations and interviews). The study concludes that metacognitive strategy is the primary influencer of video search. Students with better metacognitive skills used fewer keywords, browsed fewer videos, and spent less time evaluating videos, but they achieved higher learning performance. They reviewed the video metadata information on the user interface and did not attempt to watch videos on the video recommendation lists, particularly videos that were irrelevant to the task requirements. During the course of the searches, keyword usage had a significant influence on the students' search performance and learning performance. The fewer keywords the students used, the better search and learning performance they were able to achieve. Our results are different from those of previous studies on text, image, and map searches. Accordingly, users must adopt different search strategies when using various types of search engines.