Can creating navigation aids benefit learning with electronic texts?

Abstract

Electronic texts are an essential component of any e‐learning environment. This paper extends previous research on navigation and learning with electronic texts by examining the effects of a novel approach to navigation: allowing the learner to create their own navigation aids. We present two experimental studies investigating the effects of creating versus using A‐Z indexes and graphical maps on knowledge development and feelings of ownership for learning. Findings revealed that using a graphical map for navigation has advantages for knowledge development and for feelings of ownership, whereas creating a graphical map offers no significant benefits over plain hypertext; there were no benefits to using or creating A‐Z indexes over plain hypertext. It was also found in comparisons of using vs. creating graphical maps that high feelings of ownership were correlated with higher quality knowledge development. These findings have three major implications for designers of e‐learning environments: including graphical map navigation aids should be considered; designers should not assume that allowing learners to create their own navigation aids will improve learning; feelings of ownership for learning should be encouraged in learners.

Digital Reading Fluency and Text Presentation Medium Preference in EFL Context

“…Darnton (2009) claims that nearly half of French students now still consider the smell of a print book to be a key aspect of their reading experience. Besides, Armitage et al (2004) maintain that readers usually report on a stronger feeling of ownership when reading a printed text compared to a digital one. Such usability problems have led to extensive research to characterize the nature of digital reading and learning (e.g.…”

“…Green andMaycock (2004), andAlderson (2000) blame reading from computer screens for eye fatigue, and maintain that it is the reason why some readers do not prefer to read long texts from screen. In addition, text-fragmentation and the resulted decrease in text coherence which are associated with the nonlinear nature of the digital text (Ozuru, Dempsey, & McNamara, 2009) can harm text comprehension (Chang & Ley, 2006;Van den Broek et al, 2009) and can cause readers with a high cognitive load (Ackerman, 2009) and disorientation (Armitage, Wilson & Sharp, 2004). Moreover, computers may cause anxiety, when used or considered to be used (Leso & Peck, 1992) which may weaken the processing of the texts (Ayersman & Reed, 1995;Dyck & Smither, 1994).…”

Knowledge Cartography

“…Constructivism "embodies the notion of constructive engagement understood as engagement in activities that facilitate learning" (Armitage & Wilson 2004 ). Collaboratively managing "screen real estate" may be viewed as a constructive engagement.…”