Do graphical overviews facilitate or hinder comprehension in hypertext?
Computers & Education Volume 53, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
Educational hypertexts usually include graphical overviews, conveying the structure of the text schematically with the aim of fostering comprehension. Despite the claims about their relevance, there is currently no consensus on the impact that hypertext overviews have on the reader’s comprehension. In the present paper we have explored how hypertext overviews might affect comprehension with regard to (a) the time at which students read the overview and (b) the hypertext difficulty. The results from two eye-tracking studies revealed that reading a graphical overview at the beginning of the hypertext is related to an improvement in the participant’s comprehension of quite difficult hypertexts, whereas reading an overview at the end of the hypertext is linked to a decrease in the student’s comprehension of easier hypertexts. These findings are interpreted in light of the Assimilation Theory and the Active Processing model. Finally, the key educational and hypertext design implications of the results are discussed.
Salmerón, L., Baccino, T., Cañas, J.J., Madrid, R.I. & Fajardo, I. (2009). Do graphical overviews facilitate or hinder comprehension in hypertext?. Computers & Education, 53(4), 1308-1319. Elsevier Ltd.
- Computer Assisted Instruction
- Computer Graphics
- Computer Software
- educational technology
- electronic learning
- Eye Movements
- Graphical overviews
- Hypertext comprehension
- instructional design
- Instructional Effectiveness
- instructional materials
- Learning Processes
- learning strategies
- Visual Aids
Cited ByView References & Citations Map
Thorsten Aichele, University of Würzburg, Media Communication, Germany; Maria Bannert, Technical University of Munich, Teaching and Learning with Digital Media, Germany
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Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
Johannes Naumann, Goethe-Universitt Frankfurt; Ladislao Salmern, University of Valencia, Spain
The International Review of Research in Open and Distributed Learning Vol. 17, No. 1 (Feb 02, 2016)
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