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Subjective and Objective Evaluation of Hypertext Reading Performance: In-depth Analysis of Contributing Factors
ARTICLE

, National Taiwan University of Arts, Taiwan

Journal of Educational Multimedia and Hypermedia Volume 19, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The purpose of the study was to investigate the effects of reading hypertext on EFL learners’ reading comprehension and analysis of contributing factors. Eighty-eight students joined the study. They took two reading comprehension tests: Hypertext Version and Printed text Version. After the tests, they were asked to fill out a questionnaire of Visual Analogue Scale (VAS). The results show that students received higher scores in the Printed-text Version than they did on Hypertext Version. The factors students experienced when reading hypertext were: they could not take notes or underline any words or text on computer screens and they experienced eyestrain. The subjective correlated factors influencing the test results were eyestrain, font size, and background color. The study supports the claim that students find hypertext more difficult and discusses the factors that students encountered in the process of reading hypertext.

Citation

Tseng, M.c. (2010). Subjective and Objective Evaluation of Hypertext Reading Performance: In-depth Analysis of Contributing Factors. Journal of Educational Multimedia and Hypermedia, 19(2), 221-232. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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