Children’s Hypertext Navigation Strategies

Lawless, Kimberly A.; Mills, Robert J.; Brown, Scott W.

doi:10.1080/15391523.2002.10782349

Cited by 40 publications

(19 citation statements)

References 25 publications

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“…Despite these difficulties the analysis of information utilization behavior can be helpful for gaining further insights on the effectiveness of hypermedia for learning as has been shown by numerous studies (Anderson-Inman and Horney 1998;Balcytiene 1999;Barab et al 1997;Horney and Anderson-Inman 1994;Lawless et al 2002;Lawless and Kulikowich 1996;MacGregor 1999). These studies have shown that learners can be distinguished according to their navigational profiles and that different navigational profiles are associated with differences in learning outcomes.…”

Section: Methodological Shortcomingsmentioning

confidence: 95%

Learner Control in Hypermedia Environments

Scheiter

Gerjets²

2007

Educ Psychol Rev

276

214

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Contrary to system-controlled multimedia learning environments, hypermedia systems are characterized by a high level of interactivity. This interactivity is referred to as learner control in the respective literature. For several reasons this learner control is seen as a major advantage of hypermedia for learning and instruction. For instance, learner control might increase students' interest and motivation, facilitate adaptive instruction, or provide affordances for active and constructive information processing. In this paper we analyze the instructional potentials of learner-controlled hypermedia environments as well as possible reasons for the ambiguous results of studies that have aimed at determining the effectiveness of hypermedia learning. According to our analysis, the potential effectiveness of self-controlled learning with hypermedia might be difficult to demonstrate due to (1) usability problems (i.e., disorientation, distraction, cognitive overload), (2) moderating learner characteristics (i.e., prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning), (3) a lack of conceptual foundations, and (4) methodological shortcomings of many hypermedia studies. The findings reviewed in this paper and the corresponding claim that hypermedia may be effective only if used in a sensible way are used to derive a couple of guidelines for further research on hypermedia learning. This paper on hypermedia learning is part of a special issue on interactive learning environments. Broadly speaking, interactive learning environments allow learners manipulating the presentation of information that they contain. In the literature on computer-based instruction, the term interactivity is most often used for describing the malleability of single

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Section: Methodological Shortcomingsmentioning

confidence: 95%

Learner Control in Hypermedia Environments

Scheiter

Gerjets²

2007

Educ Psychol Rev

276

214

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“…Much of the research to explore the information-seeking behavior of young people in non-Web digital environments such as dial-up online services, CDROMs, non-Web-based hypertext systems, and stand-alone online catalogs certainly are relevant to understanding Web use. Authors whose work is highly pertinent include Borgman, Hirsh, and Walter (1995); Hirsh (1997) ;Large, Beheshti, Breuleux, and Renaud (1994); Large, Beheshti, and Breuleux (1998) ;Lawless, Mills, and Brown (2002); Marchionini (1989);Neuman (1995); Perzylo and Oliver (1992); Revelle, Druin, Platner, Bederson, Hourcade, and Sherman (2002);and Solomon ( 1993). Nevertheless, space precludes their discussion here.…”

Section: Information-seeking Studiesmentioning

confidence: 93%

Children, teenagers, and the Web

Large

2005

Annual Review Info Sci & Tec

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IntroductionThe rapid penetration of the Web into schools, libraries, and homes since the mid-1990s has opened many opportunities for children and teenagers to enrich their educational, leisure, and social activities. It has also raised issues concerning young people's access to the Web; its educational efficacy; and its potential to foster social isolation, undermine moral well-being, and threaten personal safety. These developments have encouraged research in a number of disciplines to answer such questions as who is using the Web, for which purposes is it being used, what educational role can it play, how can it most effectively be exploited as an information resource, and how can its potentially negative aspects be countered. To date, however, little has been done to synthesize such research, although a good start has been made by Abbas (2003) in her article published in the Encyclopedia of Library and Information Science. Such a synthesis is complicated by the very broad scope of the topic, the multidisciplinary nature of the research literature, and the uneven international distribution of research data.This chapter is organized into seven parts. The first part establishes the scope of the chapter, indicating exactly what aspects from this very broad research area are included and excluded. Part two considers largescale national surveys of access to and use of the Web by children and teenagers. The third part deals with research on the information-seeking behavior of this user community. Part four looks at design criteria for Web sites intended to be used by children and teenagers. Part five focuses on the three main Web applications: education, leisure, and social interaction. The sixth part looks at issues relating to Web content, especially pornographic material, and the personal safety of young Web users in a networked and uncontrolled environment. The final part considers future research agendas in this rapidly developing area. ScopeIn order to make a review of the literature relating to young people and the Web manageable within the limitations of a single ARIST chapter, 347348 Annual Review of Information Science and Technology certain constraints have been imposed. First, we must consider the Web itself. In this review, attention is focused on that part of the Web that is freely accessible via general-purpose search engines and subject directories; other areas of undoubted importance are omitted. Research studies of digital libraries accessible through the Web are not considered here, even though these libraries may be intended specifically for young people, as in the case, for example, of the International Children's Digital Library (Druin, Bederson, Weeks, Farber, Grosjean, Guha, et al., 2003) or the ARTEMIS Digital Library project (Abbas, Norris, & Soloway, 2002). Web-based reference services have also been excluded (a good overview can be found in Lankes, 2003). A considerable research literature can also be found on educational software products that are delivered via the Web (see, for example,...

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“…Children read digital texts with still developing reading skills and may experience additional cognitive demands (Lawless, Mills, & Brown, 2003;Salmerón & García, 2011, 2012. So far, only one study compared children's comprehension in hypertext versus printed linear text (Salmerón & García, 2012).…”

Section: Digital Text Comprehension Researchmentioning

confidence: 99%