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 |
DOI-Link der Erstveröffentlichung: |
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).
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
