View in EDS PDF Full Text

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Saved in:
Bibliographic Details
Title: Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity
Language: English
Authors: Burin, Debora I., Barreyro, Juan P., Saux, Gastón
Source: Electronic Journal of Research in Educational Psychology. Dec 2015 13(3):529-550.
Availability: University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Peer Reviewed: Y
Page Count: 22
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Hypermedia, Prior Learning, Short Term Memory, Reading Comprehension, Navigation (Information Systems), Cognitive Processes, Difficulty Level, Computer Interfaces, Concept Mapping, Text Structure, Expository Writing, Statistical Analysis, College Students
DOI: 10.14204/ejrep.37.14136
ISSN: 1696-2095
Abstract: Introduction: In contemporary information societies, reading digital text has become pervasive. One of the most distinctive features of digital texts is their internal connections via hyperlinks, resulting in non-linear hypertexts. Hypertext structure and previous knowledge affect navigation and comprehension of digital expository texts. From the Cognitive Load framework, working memory capacity would have a role in supporting decisions about navigation, and in situation model construction for comprehension. The present study assessed text structure, previous domain knowledge, and working memory capacity effects on comprehension and navigation of digital expository texts. Method: Fifty-six participants completed a working memory capacity measure, read four digital texts and answered questions about them. Hypertext structure (hierarchical vs. network) and previous thematic knowledge (high vs. low) were manipulated in a within-subjects design. Navigation behavior was indexed taking into account total time spent on each text, total number of pages per text, number of returns to the initial page, and number of nonlinear links clicked. Results: High previous knowledge, and high working memory capacity, led to better comprehension. Participants who read under network interfaces followed less structured navigation paths than those who read hierarchically organized interfaces. On the other hand, high previous knowledge texts led to more pages visited, more non-linear jumps in reading, and more returns to the overview in the Home page in the network condition. Also, total time spent on each text was longer for high working memory participants reading high previous knowledge texts. Discussion: Overall, this pattern of results adds to the literature about the beneficial effects promoted by hierarchical interfaces and concept maps; and the disorientation effects network hypertexts have for low domain knowledge students. On the other hand, given good previous knowledge and high working memory, a more variable pattern of navigation would help readers engage in more active reading processes.
Abstractor: As Provided
Number of References: 30
Entry Date: 2015
Accession Number: EJ1084351
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwF2GblaCXi1lt11PUtAZx8pAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNnpHE5DkPTW2IKQVQIBEICBm_xG-4O17k9wTYSpHThKb2GbnaZu2b9V38lhEJeVCeeuGM1R1tIVJ9EhNMljfV-gM2fw9o6_VYEws2sl4XAMcmN-V0E7fdCBAFaJME_hwtUC_F_CHijpeCOyE08hkEMl-eoOnPUSsPda75OaXW4_W70nRv47c8Mi7cNwPELL2ROILXKFyYS64A_3Hq3BZBMd-XielYDJr3fEfVZz
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1084351
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burin%2C+Debora+I%2E%22">Burin, Debora I.</searchLink><br /><searchLink fieldCode="AR" term="%22Barreyro%2C+Juan+P%2E%22">Barreyro, Juan P.</searchLink><br /><searchLink fieldCode="AR" term="%22Saux%2C+Gastón%22">Saux, Gastón</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22"><i>Electronic Journal of Research in Educational Psychology</i></searchLink>. Dec 2015 13(3):529-550.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2015
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Hypermedia%22">Hypermedia</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Navigation+%28Information+Systems%29%22">Navigation (Information Systems)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Interfaces%22">Computer Interfaces</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Text+Structure%22">Text Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Expository+Writing%22">Expository Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.14204/ejrep.37.14136
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1696-2095
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: In contemporary information societies, reading digital text has become pervasive. One of the most distinctive features of digital texts is their internal connections via hyperlinks, resulting in non-linear hypertexts. Hypertext structure and previous knowledge affect navigation and comprehension of digital expository texts. From the Cognitive Load framework, working memory capacity would have a role in supporting decisions about navigation, and in situation model construction for comprehension. The present study assessed text structure, previous domain knowledge, and working memory capacity effects on comprehension and navigation of digital expository texts. Method: Fifty-six participants completed a working memory capacity measure, read four digital texts and answered questions about them. Hypertext structure (hierarchical vs. network) and previous thematic knowledge (high vs. low) were manipulated in a within-subjects design. Navigation behavior was indexed taking into account total time spent on each text, total number of pages per text, number of returns to the initial page, and number of nonlinear links clicked. Results: High previous knowledge, and high working memory capacity, led to better comprehension. Participants who read under network interfaces followed less structured navigation paths than those who read hierarchically organized interfaces. On the other hand, high previous knowledge texts led to more pages visited, more non-linear jumps in reading, and more returns to the overview in the Home page in the network condition. Also, total time spent on each text was longer for high working memory participants reading high previous knowledge texts. Discussion: Overall, this pattern of results adds to the literature about the beneficial effects promoted by hierarchical interfaces and concept maps; and the disorientation effects network hypertexts have for low domain knowledge students. On the other hand, given good previous knowledge and high working memory, a more variable pattern of navigation would help readers engage in more active reading processes.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 30
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1084351
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1084351
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.14204/ejrep.37.14136
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 529
    Subjects:
      – SubjectFull: Hypermedia
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Navigation (Information Systems)
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Computer Interfaces
        Type: general
      – SubjectFull: Concept Mapping
        Type: general
      – SubjectFull: Text Structure
        Type: general
      – SubjectFull: Expository Writing
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: College Students
        Type: general
    Titles:
      – TitleFull: Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burin, Debora I.
      – PersonEntity:
          Name:
            NameFull: Barreyro, Juan P.
      – PersonEntity:
          Name:
            NameFull: Saux, Gastón
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2015
          Identifiers:
            – Type: issn-electronic
              Value: 1696-2095
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Electronic Journal of Research in Educational Psychology
              Type: main
ResultId 1