Hypertext for the aged: effects of text topologies

Lin, Dyi-Yih Michael

doi:10.1016/s0747-5632(02)00045-6

Cited by 35 publications

(21 citation statements)

References 9 publications

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“…Some studies indicated that the navigation difficulty in hypertext systems is common to older users (e.g. Lin, 2003;. However, Calcaterra, Antonietti and Underwood (2005) found that hypermedia navigation behavior was linked to computer skills rather than to cognitive style and that learning outcomes were unaffected by cognitive style or by computer skills.…”

Section: Resultsmentioning

confidence: 99%

A research on comprehension differences between print and screen reading

Sun

Shieh

Huang

2013

SAJEMS

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Since the 1980s, extensive research has been conducted comparing reading comprehension from printed text and computer screens. The conclusions, however, are not very consistent. As reading from computer screens requires a certain degree of individual technical skill, such variables should be objectively taken into consideration when conducting an experiment regarding the comparison between print and screen reading. This study analyses the difference in the level of understanding of the two presentational formats (text on printed pages and hypertext on computer screens) for people between 45−54 years of age (i.e. "middleaged" adults). In our experimental findings there were no significant differences between the levels of comprehension for print and screen presentations. With regard to individual differences in gender, age group and educational level, the findings are as follows: gender and education effects on print reading comprehension performance were significant, while those on screen reading comprehension performance were not. For middle-aged computer learners, the main effect of age group on both print and screen reading comprehension performance was insignificant. In contrast, linear texts of traditional paper-based material are better for middle-aged readers' literal text comprehension, while hypertext is beneficial to their inferential text comprehension. It is also suggested that hypermedia could be used as a cognitive tool for improving middle-aged adults' inferential abilities on reading comprehension, provided that they were trained adequately to use available computers.

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Section: Resultsmentioning

confidence: 99%

A research on comprehension differences between print and screen reading

Sun

Shieh

Huang

2013

SAJEMS

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“…Software with specific accommodations for older adults has been developed by IBM, and is currently being evaluated by members of SeniorNet (SeniorNet, 2004). Prototype designs have been developed to provide software for blind users, and teaching strategies exist to teach them how to navigate and research the Web (Morley et al, 1999;Lin, 2003).…”

Section: Visionmentioning

confidence: 99%

Cognitive Learning Applied to Older Adult Learners and Technology

Chaffin

Harlow

2005

Educational Gerontology

102

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This article addresses the needs of older adults learning computer skills and the place of technology, especially the computer, in enhancing their lives. A model is discussed that illuminates the process used by older adults to learn computer skills. The model may be used to analyze and provide specific aid for common difficulties of the aged. Suggestions and recommendations are proposed that facilitate the older adult learner's use of computers. One of the underlying assumptions for the model is that the fundamental interests of the learner can be discerned and, with careful preparation by the teacher, motivation will follow.Personhood and its potential are continuously unfolding and technology can become a major source of its realization. As individuals progress toward autonomy, they choose the goals they want to achieve, and decide what activities and which ways of being have meaning for them and which do not. Rather than moving blithely through this process, autonomy is typically achieved with caution and some trepidation, often with no confidence at first (Rogers, 1961). As we age, maintaining control over hard-earned autonomy is constantly challenged by age-related physical, cognitive, and environmental changes. Today, communicating about one's needs and maintaining one's autonomy can be enhanced if older adults learn and use computer skills.According to McConatha (2002), one of the most important factors determining our place in a social environment is our perception

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“…There is no agreement on what this type of hierarchical cross-referential linking structure should be called. For example, McDonald and Stevenson (1998), and Calisir and Gurel (2003) call this a mixed structure but it has also been called referential (Lin, 2003) or hierarchical with partial linearity .…”

Section: Information Structurementioning

confidence: 99%

Multimedia Learning with Hypermedia

Dillon¹,

Jobst²

2005

The Cambridge Handbook of Multimedia Learning

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Hypermedia proponents suggest that its ability to make information available in a multitude of formats, provide individual control, engage the learner, and cater to various learning styles and needs makes it the harbinger of a new learning revolution. However, despite nearly two decades of research on hypermedia in education, researchers have not yet solved some of the basic issues raised by this technology. In this chapter, we review empirical studies performed since Dillon and Gabbard's (1998)

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Hypertext for the aged: effects of text topologies

Cited by 35 publications

References 9 publications

A research on comprehension differences between print and screen reading

A research on comprehension differences between print and screen reading

Cognitive Learning Applied to Older Adult Learners and Technology

Multimedia Learning with Hypermedia

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