Comparing the Effects of Marginalia and Topic Sentences in Educational Hypertext

Autor/inn/en	Aichele, Thorsten; Bannert, Maria
Titel	Comparing the Effects of Marginalia and Topic Sentences in Educational Hypertext
Quelle	In: Journal of Educational Multimedia and Hypermedia, 28 (2019) 2, S.117-138 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Comparative Analysis; Sentences; Hypermedia; Undergraduate Students; Text Structure; Foreign Countries; Paragraph Composition; Germany + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Textstruktur; Ausland; Deutschland
Abstract	Hypertext comprehension often suffers from inadequate representation of the text's structure. Explication of the local paragraph macrostructure within each node might help to overcome this obstacle. As headings show several deficits, especially in digital text, marginalia are considered a promising alternative in signaling hypertext structure as they should foster interactive processing. 41 participants learned with a hypertext with identical macropropositions presented as either macropropositional marginalia (EG1), paragraph-initial topic sentences (EG2) or with an unsignaled placing of the macropropositions at the end of each paragraph (CG). All three experimental texts contained identical information. Results revealed increased inference performance for marginalia and increased factual recognition for topic sentences, confirming the assumptions that marginalia foster interactive processing but suffer the same oversignaling deficit as headings concerning the processing of factual information. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01