Reading strategies and prior knowledge in learning from hypertext

Abstract

In two experiments, we identified two main strategies followed by hypertext readers in selecting their reading orders. The first consisted in selecting the text semantically related to the previously read section (coherence strategy), and the second in choosing the most interesting text, delaying reading of less interesting sections (interest strategy). Comprehension data revealed that these strategies affected learning differently as a function of the reader's prior knowledge. For low-knowledge readers, the coherence strategy supported better learning of the content. This effect seems to rely on the improvement of reading order coherence induced by this strategy. By contrast, for intermediateknowledge readers the coherence and the interest strategies benefited comprehension equally. In both cases, learning was supported through the active processing induced by these strategies. Discussion focuses on resolving inconsistencies in the literature concerning whether or not hypertext supports better comprehension than does traditional linear texts.

Exploratory Study of Relations Between Prior Knowledge, Comprehension, Disorientation and On-Line Processes in Hypertext

“…This result corroborates previous findings showing that prior knowledge lead readers to follow more coherent reading orders in non-linear documents [12]. However, that is not consistent with the works conducted by Salmerón and his colleagues [14,15] which showed that high prior knowledge readers benefited from low coherent reading orders. Nevertheless, we argue that those different results are compatible.…”

“…Whereas following high coherent reading orders lead low prior knowledge readers to high comprehension scores, following low coherent reading orders lead high prior knowledge to high comprehension scores [14,15]. Prior knowledge supplies resources to conduct inferences in orders to fill in coherence gaps between text sections (i.e.…”

“…Whether readers have to process semantic relations between text section to make decision and to follow a reading order, they are also involved in processing the semantic relations to construct a representation of the contents structure [10,11]. Although more and more studies consider coherence issues in reading orders [12][13][14][15], clues about the processes engaged in construction of a representation of the contents structure are less investigated. In sum, to understand the information conveyed by a hypertext, readers would have to establish semantic relations between the nodes and to construct a representation of the semantic hypertext structure.…”

Understanding online reading through the eyes of first and second language readers: An exploratory study

“…Their reading process is very selective and is based on how much they know about the subject and what their interests are. Their reading patterns, therefore, are not as coherent as those with less prior knowledge (Salmeron, Kintsch, & Canas, 2006). Other factors identified to affect online reading comprehension include readers cognitive flexibility (Dommes et al, 2011), visual aesthetics (Norman, 2004;Tractinsky et al, 2006), computer experience (Hill et al, 2011), perceptions of website interface and media richness (Chen et al, 2011), preference of reading delivery mode (Vandelanotte et al, 2012), previous online reading experiences (Huang, 2012), contextual factors, and readers' personal characteristics (Adesope et al, 2011).…”

The Role of Reading Order and Monitoring Skills During Hypertext Comprehension

“…A coherent reading order consists of selecting text sections that are semantically related to the one just read. In one experiment [7] found that LPK participants who selected a coherent reading order acquired higher levels of comprehension than participants who selected a less coherent reading order. Readers with more prior knowledge comprehended equally well regardless of the link selection strategy they followed.…”