The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order

Quality of children’s knowledge representations in digital text comprehension: Evidence from pathfinder networks

“…These features can, to some extent, support macro-level structure understanding, support coherence, and prevent the reader from becoming disoriented (Jin, 2013;Madrid, Van Oostendorp, & Melguizo, 2009;Meyer, Ray, & Middlemiss, 2012;Payne & Reader, 2006;Salmerón & García, 2011, 2012. Such features support the building of a rich and coherent knowledge structure (Clariana, 2010;Ritchey, Schuster, & Allen, 2008;Salmerón et al, 2009;Waniek, 2012;Waniek et al, 2003).…”

How may multimedia and hypertext documents support deep processing for learning?

“…In addition navigation-related processes, learning from hypertexts requires processes for integration of information from different locations by establishing semantic relationships between information nodes (i.e., assembling pieces of information in memory in a cohesive mental model) and maintaining coherence of reading pathways over navigation (Madrid, Van Oostendorp, & Puerta Melguizo, 2009;Salmerón, Cañas, Kintsch, & Fajardo, 2005). All those necessary processes may be challenging for learners.…”

Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud?

“…As more mental effort is needed to navigate through HLEs, the risk of overload of working memory will be increased as well. As Madrid, Oostendorp, and Puerta Melguizo (2009) concluded, a more coherent reading order of text nodes is correlated to reduced cognitive load. This indicates that design choices have an influence on cognitive load as well.…”