Journal article
Signaling in expository hypertexts compensates for deficits in reading skill



Publication Details
Authors:
Naumann, J.; Richter, T.; Flender, J.; Christmann, U.; Groeben, N.
Publication year:
2007
Journal:
Journal of Educational Psychology
Pages range:
791-807
Volume number:
99
ISSN:
0022-0663

Abstract
Expository hypertexts may contain specific types of signals such as navigable topical overviews and hyperlinks that map conceptual relationships between text contents. 2 experiments with German university students (N = 130, 75% female, mean age 25 years) were conducted to test the hypothesis that hypertext-specific signals particularly support learners with badly routinized reading skills in organizing and integrating complex learning materials. The experiments were based on naturalistic texts and essay-writing tasks typical for exam preparation. Learning outcomes were measured by characteristics of participants' essays (amount of knowledge, knowledge focusing, knowledge integration). In both experiments, a hypertext with a high amount of signaling yielded better learning outcomes than did a linear text for readers with a low level of skill, whereas there were no differences for readers with a high level of skill. In Experiment 2, the same interaction pattern was found for hypertext with a high versus a low amount of hypertext-specific signals. Moreover, a lack of signals led to less efficient navigation behavior. The results demonstrate that hypertexts equipped with hypertext-specific signals may compensate for deficits in reading skill. (ZPID).


Keywords
Fähigkeit, Hypertext, Leistung, Lernen, Lesefertigkeit, Medien, Software

Last updated on 2019-25-07 at 13:14