Do Graphical Overviews Facilitate or Hinder Comprehension in Hypertext?

Autor/inn/en	Salmeron, Ladislao; Baccino, Thierry; Canas, Jose J.; Madrid, Rafael I.; Fajardo, Inmaculada
Titel	Do Graphical Overviews Facilitate or Hinder Comprehension in Hypertext?
Quelle	In: Computers & Education, 53 (2009) 4, S.1308-1319 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.06.013
Schlagwörter	Hypermedia; Comprehension; Learning Strategies; Learning Processes; Eye Movements; Experiments; Correlation; Educational Technology; Computer Assisted Instruction; Electronic Learning; Instructional Design; Computer Software; Computer Graphics; Instructional Effectiveness; Visual Aids; Instructional Materials + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning process; Lernprozess; Augenbewegung; Erprobung; Korrelation; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Computergrafik; Unterrichtserfolg; Anschauungsmaterial; Lehrmaterial; Lehrmittel
Abstract	Educational hypertexts usually include graphical overviews, conveying the structure of the text schematically with the aim of fostering comprehension. Despite the claims about their relevance, there is currently no consensus on the impact that hypertext overviews have on the reader's comprehension. In the present paper we have explored how hypertext overviews might affect comprehension with regard to (a) the time at which students read the overview and (b) the hypertext difficulty. The results from two eye-tracking studies revealed that reading a graphical overview at the beginning of the hypertext is related to an improvement in the participant's comprehension of quite difficult hypertexts, whereas reading an overview at the end of the hypertext is linked to a decrease in the student's comprehension of easier hypertexts. These findings are interpreted in light of the Assimilation Theory and the Active Processing model. Finally, the key educational and hypertext design implications of the results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10