User Control and Structural Isomorphism or Disorientation and Cognitive Load?

Abstract

User control theory predicts that providing freedom in learning increases learning compared to traditional instruction, implying that the Web is more effective for learning than print. Theorists have also argued that navigation through Web sites mimics the associative nature of human memory and information processing—structural isomorphism—suggesting Web superiority. However, studies indicate that hypermedia increases cognitive load and produces disorientation, implying that hypermedia increases cognitive load and produces disorientation, implying that the Web would be less effective for learning than would print. An experiment comparing learning in print versus several Web site designs demonstrated that learning from print as measured by recognition is better than learning from linear and nonlinear Web designs but no different from a design including advisement. No significant differences across media conditions were found using cued recall as the measure of learning. Additional findings suggest that cognitive load inhibits learning, whereas Web expertise facilitates it. Curiously, a learning motivation tended to reduce learning.

The Mediated Moderation Model of Interactivity

“…Aside from a handful of experimental studies that have controlled the media stimulus presentation (e.g., Eveland & Dunwoody, 2001;Sundar, Kalyanaraman, & Brown, 2003;Tao & Bucy, 2005), communication scholars have not shown much interest in tracking which interactive attributes have actually been used. Structural analyses, including Heeter's (1989) six-dimensional model, Ha and James' (1998) five-dimensional model, and Jensen's (1998) three-dimensional model, effectively catalog the types of interactivity available in mediated environments but do not go beyond initial classification to advance the field with empirical testing and theory building.…”

Learning From News on Different Media Platforms: An Eye-Tracking Experiment

“…User control relates to the idea that citizens have more (active) control over the news they are exposed to in an online environment (i.e., citizens can individualize their learning process [Eveland & Dunwoody, 2001;Yang & Grabe, 2011]). Printed newspapers have a more standardized format (Eveland, Seo, & Marton, 2002;Yang & Grabe, 2011), containing specific cues that show which articles are important (Leckner, 2012).…”

“…As citizens have more control over what they choose to read online, they are empowered to select news that they find most interesting and valuable (Yang & Grabe, 2011). This could indeed lead to increased learning (Eveland & Dunwoody, 2001). If citizens are interested in news, they might be less likely to become bored and tune out (e.g., stop reading).…”

“…Others also noted that nonlinearity, which is often translated into interactive features, "enhance(s) the audience's access to information while [also] engaging users" (Bucy, 2004, p. 47). In this sense, higher control and increased nonlinearity is a force for good, and Sundar (2007) emphasized that this control over the flow of information will increase users' attention to the content, and thus lead to learning (see also, Eveland & Dunwoody, 2001).…”

Experiencing the Digital News: The multiple dimensions of users’ experience in news media use

“…Some studies [e.g. 16,17] have also examined different contexts, particularly online versus print environments, to demonstrate the effects of medium on news use. Notwithstanding, many studies especially in the field of computer sciences and cognitive psychology have longed been examining the experience of 'presence' which has been described as a sense of "being there" in a mediated environment.…”