Do graphical overviews facilitate or hinder comprehension in hypertext?

Salmerón, Ladislao; Baccino, Thierry; Cañas, José J.; Madrid, Rafael I.; Fajardo, Inmaculada

doi:10.1016/j.compedu.2009.06.013

Cited by 57 publications

(42 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The pattern of results suggest that using the mouse to unmask the text may be more demanding for the readers, and that this situation may indeed be beneficial for the comprehension process. Similarly, we have found elsewhere [5] that hypertext readers who mainly read a graphical overview at the beginning of the reading and avoid consulting it afterwards -the same as our participants from the R&A study did-comprehend the text better. At the beginning of the text the overview may act as a schema for the text organization, allowing the reader to incorporate new information from the text into an existing representation.…”

Section: Discussionmentioning

confidence: 93%

“…first page). This reading may correspond to the process of acquiring the representation of the general organization of the text, which has a strong impact in comprehension [5]. In the following pages (i.e.…”

Section: Discussionmentioning

confidence: 99%

“…At the beginning of the text the overview may act as a schema for the text organization, allowing the reader to incorporate new information from the text into an existing representation. However, if readers continue reading during the rest of the hypertext the overview may inhibit the active processing required to integrate the information from different hypertext sections [5,32] …”

Section: Discussionmentioning

confidence: 99%

“…According to the complexity of learning from current text electronic systems, recent research efforts have been devoted to develop research tools to evaluate the strategic behaviors used by readers learning in electronic environments [3] Most of these methods rely on on-line measurements of the cognitive and behavioral activity concurrent with learning, because they allow tracing comprehension processes as they unfold [3]. On-line methods enable researchers to test theoretical hypotheses from reading models [4,5], to study individual differences on reading [6] or to test the effects of specific reading conditions [7,8], among other purposes.…”

Section: On-line Methods To Study Electronic Text Comprehensionmentioning

confidence: 99%

See 3 more Smart Citations

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

Cerdán

Vidal‐Abarca²,

Salmerón³

et al. 2009

TOERGJ

View full text Add to dashboard Cite

This paper is aimed at presenting Read&Answer, a tool that records reading times, one of the main on-line methods employed in text processing research. Read&Answer allows the recording, analysis and interpretation of the learner processing in order to test specific hypotheses and explain final comprehension results. First, we will describe the tool, and then we will briefly explain some research studies using the tool. We will show how Read&Answer can be used in combination with another on-line method extensively employed in text processing research, i.e., verbal protocols, and we will also compare Read&Answer with eye movement tracking, a widely accepted on-line reading times technique.

show abstract

Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: On-line Methods To Study Electronic Text Comprehensionmentioning

confidence: 99%

See 2 more Smart Citations

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

Cerdán

Vidal‐Abarca²,

Salmerón³

et al. 2009

TOERGJ

View full text Add to dashboard Cite

show abstract

“…Posteriormente, Salmerón et al (2006a) concluyeron que los lectores con bajo conocimiento previo mejoraban la comprensión cuando procesaban al inicio de la lectura el mapa de contenido de un hipertexto poco coherente. Estos resultados fueron confirmados por Salmerón et al (2009) que, además, establecieron que los lectores con bajo conocimiento de dominio obtenían peor comprensión cuando procesaban el mapa jerárquico al final de la lectura de un hipertexto coherente.…”

Section: La Disposición De Ayudas a La Navegación: Los Esquemas Gráficosunclassified

Factores que influyen en la comprensión lectora de hipertexto

Valverde

Herrada-Valverde

2017

Ocnos

View full text Add to dashboard Cite

Este artículo revisa algunas de las investigaciones más destacadas el ámbito de la lectura de hipertexto. Al objeto de identificar los factores y variables que influyen en la comprensión lectora de este tipo de formato textual, se revisan y analizan diferentes definiciones de hipertexto, así como los aspectos que inciden en las características de cada documento hipertextual, entre los que se encuentran la granularidad de sus nodos, el número y el tipo de enlaces, su estructura global, y las ayudas a la navegación. Además, se abordan las tareas y procesos específicos asociados a la comprensión lectora de textos hipervinculados, haciendo especial hincapié en la selección del orden de lectura, que es el principal proceso que diferencia la lectura multilineal de hipertexto de la lectura lineal de texto impreso. A tenor del análisis realizado, se puede concluir que dichos factores tendrán efectos diferentes en términos de carga cognitiva de los lectores dependiendo del conocimiento de domino que estos posean. Sobre este particular, se observa que la cohesión textual es un elemento de gran importancia para la comprensión del hipertexto en lectores con bajo conocimiento de dominio.

show abstract

Traditional versus hypertextual index in an online course on Oscillation and Wave Physics

Pejuan

López

2018

Comp Applic In Engineering

View full text Add to dashboard Cite

An online course on Oscillation and Wave Physics (https://ocw.upc.edu/webs/42254/Acustica_EN/) was implemented. As the first objective, this article describes its main features, especially the two types of indexes for accessing the different items (a traditional linear index, and a hypertextual index based on a concept map). The second objective is to describe the students’ response to the one index in comparison to the other. As a qualitative response (perception), obtained from the students’ free comments, some advantages of the hypertextual index were found, for example, the ability to raise curiosity about physics contents, or the building of a convenient attitude for learning autonomously. Some drawbacks perceived, which are put into perspective, were the possible equivocal interpretation of the guiding questions, or the uncertainty about following the optimal order of items. As a quantitative response (performance in exams), a small but significant difference was found only for two subtopics related to cross‐linked relationships between different conceptual aspects. This can be explained by a deeper internalization of these relationships through the concept map underlying the hypertextual index.

show abstract

Do graphical overviews facilitate or hinder comprehension in hypertext?

Cited by 57 publications

References 32 publications

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

Factores que influyen en la comprensión lectora de hipertexto

Traditional versus hypertextual index in an online course on Oscillation and Wave Physics

Contact Info

Product

Resources

About