Designing Navigation Support in Hypertext Systems Based on Navigation Patterns
ISAIJLS Volume 33, Number 5, ISSN 0020-4277
In this paper, we present two studies designed to help students navigate effectively and learn from a hypertext system, CoMPASS. Our first study ("N" = 74) involved an analysis of students' navigation patterns to group them into clusters, using a "k"-means clustering technique. Based on this analysis, navigation patterns were grouped into four clusters, enabling us to understand the kinds of support that students needed. This formed the basis of our next study, in which we designed and implemented meta-navigation support to help students navigate and learn science content. Support in the form of prompts was provided to one group ("N" = 58) while a second group ("N" = 58) with no support served as the comparison group. Our results suggest that students in the support group performed better on a concept-mapping task. Based on the results we provide suggestions for providing meta-cognitive support in hypertext systems.
Puntambekar, S. & Stylianou, A. (2005). Designing Navigation Support in Hypertext Systems Based on Navigation Patterns. Instructional Science: An International Journal of the Learning Sciences, 33(5), 451-481.
Cited ByView References & Citations Map
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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