98
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Hypertext: Its Nature and Challenges for College Students

Pages 51-71 | Published online: 07 Jul 2014

References

  • Alexander, P. A., Kulikowich, J. M., & Jetton, T. L. (1994). The role of subject-matter knowledge and interest in the processing of linear and nonlinear texts. Review of Educational Research, 64, 201–252.
  • Alvermann, D. E. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34, 189–208.
  • Alvermann, D. E., & Reinking, D. (Eds.). (2003). Media and online literacy studies [Special section]. Reading Research Quarterly, 38, 386–413. doi: 10.1598/RRQ.38.3.4.
  • Amadieu, F., Tricot, A., & Marine, C. (2009). Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences. Computers in Human Behavior, 25, 381–388. doi:10.1016/j.chb.2008.12.017.
  • Amadieu, F., Tricot, A., & Marine, C. (2010). Interaction between prior knowledge and concept-map structure on hypertext comprehension, coherence of reading orders and disorientation. Interacting with Computers, 22, 88–97. doi:10.10 16/j.intcom.2009.07.001.
  • Amadieu, F., van Gog, T., Paas, F., Tricot, A., & Marine, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376–386. doi:10.1016/j.learninstruc. 2009.02.005.
  • Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of Reading Research Vol. 1, (pp. 255–291). New York, NY: Longman.
  • Anderson-Inman, L., & Horney, M. A. (2007). Supported eText: Assistive technology through text transformations. Reading Research Quarterly, 42, 153–160. doi:10.1598/RRQ.42.1.8.
  • Antonenko, P. D., & Niederhauser, D. S. (2010). The influence of leads on cognitive load and learning in a hypertext environment. Computers in Human Behavior, 26, 140–150. doi:10.1016/j.chb.2009.10.014.
  • Armbruster, B. B. (1986). Schema theory and the design of content-area textbooks. Educational Psychologist, 21, 253–267.
  • Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267–272.
  • Baddeley, A. D., & Andrade, J. (2000). Working memory and the vividness of imagery. Journal of Experimental Psychology: General, 129, 126–145. doi: 10.1037//0096-3445.129.1.126.
  • Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40, 193–211. doi: 10.1007/s11251-011-9167-4.
  • Bedford/St. Martins. (2013). Bedford Integrated Media. Retrieved from http://www.bedfordstmartins.com/Catalog/elearning.
  • Bromme, R., & Stahl, E. (2005). Is a hypertext a book or a space? The impact of different introductory metaphors on hypertext construction. Computers & Education, 44, 115–133. doi:10.1016/j.compedu.2004.01.003.
  • Bush, V. (1945, July). As we may think. Atlantic Magazine, 176(1). Retrieved from Atlantic Monthly website: http://www.theatlantic.com/magazine/archive/1945/07/as-we-may-think/303881/.
  • Calcaterra, A., Antonietti, A., & Underwood, J. (2005). Cognitive style, hypermedia navigation and learning. Computers & Education, 44, 441–457. doi:10.1016/j.compedu.2004.04.007.
  • Chen, S. Y., Fan, J.-P., & Macredie, R. D. (2006). Navigation in hypermedia learning systems: Experts vs. novices. Computers in Human Behavior, 22, 251–266. doi:10.1016/j.chb.2004.06.004.
  • Chen, C.-Y., Pedersen, S., & Murphy, K. L. (2012). The influence of perceived information overload on student participation and knowledge construction in computer-mediated communication. Instructional Science, 40, 325–349. doi 10.1007/s11251-011-9179-0.
  • Cockcraft, J. (1999). A Hypertext Book of Crystallographic Space Group Diagrams and Tables. Retrieved from http://img.chem.ucl.ac.uk/sgp/mainmenu.htm.
  • Conklin, J. (1987). Hypertext: An introduction and survey. Computer Magazine, 20(9), 17–41.
  • Cress, U., & Knabel, O. B. (2003). Previews in hypertexts: Effects on navigation and knowledge acquisition. Journal of Computer Assisted Learning, 19, 517–527.
  • Cuddihy, E., & Spyridakis, J. H. (2012). The effect of visual design and placement of intra-article navigation schemes on reading comprehension and website user perceptions. Computers in Human Behavior, 28, 1399–1409.
  • de Jong, T., & van der Hulst, A. (2002). The effects of graphical overviews on knowledge acquisition in hypertext. Journal of Computer Assisted Learning, 18, 219–231.
  • DeStefano, D., & LeFevre, J.-A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23, 1616–1641. doi:10.1016/j.chb.2005.08.012.
  • Dillon, A. (1996). Myths, misconceptions, and an alternative perspective on information usage and the electronic medium. In J.-F. Rouet, J. J. Levonen, A. Dillon, & R. J. Spiro (Eds.), Hypertext and Cognition (pp. 25–42). Mahwah, NJ: Erlbaum.
  • Eastgate Systems. (2010). Eastgate: Serious Hypertext. Retrieved from http://www.eastgate.com.
  • Eshet-Alkali, Y., & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. Cyber-Psychology & Behavior, 7, 421–429.
  • Flores, R., Ari, F., Inan, F. A., & Arslan-Ari, I. (2012). The impact of adapting content for students with individual differences. Educational Technology & Society, 15, 251–261.
  • Foltz, P. W. (1996). Comprehension, coherence, and strategies in hypertext and linear text. In J.-F. Rouet, J. J. Levonen, A. Dillon, & R. J. Spiro (Eds.), Hypertext and Cognition (pp. 109–136). Mahwah, NJ: Erlbaum.
  • Garcia, F. J., & Garcia, J. (2005). Educational hypermedia resources facilitator. Computers & Education, 44, 301–325. doi:10.1016/j.compedu.2004.02.004.
  • Gordon, J. L. (2005). Teaching hypertext composition. Technical Communication Quarterly, 14, 49–72.
  • Howard-Jones, P. A., & Martin, R. J. (2002). The effect of questioning on concept learning within a hypertext system. Journal of Computer Assisted Learning, 18, 10–20.
  • Hsu, Y.-C., Lin, H., Ching, H.-Y., & Dwyer, F. M. (2009). The effects of web-based instruction navigation modes on undergraduates' learning outcomes. Educational Technology & Society, 12, 271–284.
  • Inside Higher Ed. (2013, July). The retention agenda. Retrieved from Inside Higher Ed website: http://www.insidehighered.com/booklets.
  • International Reading Association. (2009). New Literacies and 21st Century Technologies: A Position Statement of the International Reading Association. Newark, DE: IRA. Retrieved from http://www.reading.org/Libraries/position-statements-and-resolutions/ps1067_NewLiteracies21stCentury.pdf.
  • Joyce, M. (1987). Afternoon: A story. Retrieved from http://www.eastgate.com/catalog/Afternoon.html.
  • Kester, L., & Kirschner, P. A. (2009). Effects of fading support on hypertext navigation and performance in student-centered e-learning environments. Interactive Learning Environments, 17, 165–179. doi: 10.1080/1049482 0802054992.
  • Kies, D. (Ed.). (2012). The HyperTextBook, Modern English Grammar. Retrieved from http://papyr.com/hypertextbooks/grammar/.
  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.
  • Lawless, K. A., Brown, S. W., Mills, R., & Mayall, H. J. (2003). Knowledge, interest, recall and navigation: A look at hypertext processing. Journal of Literacy Research, 35, 911–934.
  • Le Bigot, L., & Rouet, J.-F. (2007). The impact of presentation format, task assignment, and prior knowledge on students' comprehension of multiple online documents. Journal of Literacy Research, 39, 445–470. doi: 10.1080/10862960701675317.
  • Lee, M. J. (2005). Expanding hypertext: Does it address disorientation? Depends on individuals' adventurousness. Journal of Computer-Mediated Communication, 10(3). doi:10.1111/j.1083-6101.2005.tb00255.x.
  • Leu, D. J., McVerry, J. G., O'Byrne, W. I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C., & Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum [Commentary]. Journal of Adolescent & Adult Literacy, 55, 5–14. doi:10.1598/JAAL.55.1.1.
  • Madrid, R. I., Van Oostendorp, H., & Melguizo, M. C. P. (2009). The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order. Computers in Human Behavior, 25, 66–75. doi:10.1016/j.chb.2008.06.005.
  • Maes, A., van Geel, A., & Cozijn, R. (2006). Signposts on the digital highway: The effect of semantic and pragmatic hyperlink previews. Interacting with Computers, 18, 265–282. doi:10.1016/j.intcom.2005.05.004.
  • Mangen, A. (2008). Hypertext fiction reading: Haptics and immersion. Journal of Research in Reading, 31, 404–419. doi: 10.1111/j.1467-9817.2008.00380.x.
  • McDonald, S., & Stevenson, R. J. (1996). Disorientation in hypertext: The effects of three text structures on navigation performance. Applied Ergonomics, 27, 61–68.
  • McDonald, S., & Stevenson, R. J. (1998). Effects of text structure and prior knowledge of the learner on navigation in hypertext. Human Factors, 40, 18–27.
  • McDonald, S., & Stevenson, R. J. (1999). Spatial versus conceptual maps as learning tools in hypertext. Journal of Educational Media and Hypermedia, 8, 43–64.
  • McEneaney, J. E. (2006). Agent-based literacy theory. Reading Research Quarterly, 41, 352–371. doi:10.1598/RRQ.41.3.3.
  • McEneaney, J. E., Li, L., Allen, K., & Guzniczak, L. (2009). Stance, navigation, and reader response in expository hypertext. Journal of Literacy Research, 41, 1–45. doi:10.1080/10862960802695081.
  • McNamara, D. S., & Shapiro, A. M. (2005). Multimedia and hypermedia solutions for promoting metacognitive engagement, coherence, and learning. Journal of Educational Computing Research, 33, 1–29.
  • McVee, M. B., Dunsmore, K., & Gavelek, J. R. (2005). Schema theory revisited. Review of Educational Research, 75, 531–566.
  • Metros, S. E. (2008). The educator's role in preparing visually literate learners. Theory Into Practice, 47, 102–109. doi: 10.1080/00405840801992264.
  • Mills, K. A. (2010). A review of the “digital turn” in the new literacy studies. Review of Educational Research, 80, 246–271. doi: 10.3102/0034654310364401.
  • Morozov, A. (2009). The effects of spatial visualization ability and graphical navigational aids on cognitive load and learning from web-based instruction. Journal of Educational Multimedia and Hypermedia, 18, 27–70.
  • National Council of Teachers of English. (2008). The NCTE definition of 21st century literacies. Urbana, IL: NCTE. Retrieved from http://www.ncte.org/positions/statements/21stcentdefinition.
  • Naumann, J., Richter, T., Christmann, U., & Groeben, N. (2008). Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext. Learning and Individual Differences, 18, 197–213. doi:10.1016/j.lindif.2007.08.007.
  • Naumann, J., Richter, T., Flender, J., Christmann, U., & Groeben, N. (2007). Signaling in expository hypertexts compensates for deficits in reading skill. Journal of Educational Psychology, 99, 791–807. doi: 10.1037/0022-0663.99.4.791.
  • Nelson, T. H. (1965). Complex information processing: A file structure for the complex, the changing and the indeterminate. In L. Winner (Ed.), Association for Computing Machinery Proceedings of the 20th National Conference (pp. 84–100). New York, NY: ACM Press. doi: 10.1145/800197.806036.
  • O'Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71–86.
  • Otter, M., & Johnson, H. (2000). Lost in hyperspace: Metrics and mental models. Interacting with Computers, 13, 1–40.
  • Protopsaltis, A. (2008). Reading strategies in hypertexts and factors influencing hyperlink selection. Journal of Educational Multimedia and Hypermedia, 17, 191–213.
  • Puntambekar, S., & Goldstein, J. (2007). Effect of visual representation of the conceptual structure of the domain on science learning and navigation in a hypertext environment. Journal of Educational Multimedia and Hypermedia, 16, 429–459.
  • Rouet, J.-F., & Levonen, J. J. (1996). Studying and learning with hypertext: Empirical studies and their implications. In J.-F. Rouet, J. J. Levonen, A. Dillon, & R. J. Spiro (Eds.), Hypertext and Cognition (pp. 9–23). Mahwah, NJ: Erlbaum.
  • Salmerón, L., Baccino, T., Cañas, J. J., Madrid, R. I., & Fajardo, I. (2009). Do graphical overviews facilitate or hinder comprehension in hypertext? Computers & Education, 53, 1308–1319. doi:10.1016/j.compedu.2009.06.013.
  • Salmerón, L., Kintsch, W., Cañas, J. J. (2006). Reading strategies and prior knowledge in learning from hypertext. Memory & Cognition, 34, 1157–1171.
  • Sandberg, K. (2011). College student academic online reading: A review of the literature. Journal of College Reading and Learning, 42(1), 89–98.
  • Sass, E. (2012). American Educational History: A Hypertext Timeline. Retrieved from http://www.cloudnet.com/∼edrbsass/educationhistorytimeline.html.
  • Scheiter, K., Gerjets, P., Vollmann, B., & Catrambone, R. (2009). The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. Learning and Instruction, 19, 387–401. doi:10.1016/j.learninstruc.2009.02.004.
  • Schnotz, W., & Heiss, A. (2009). Semantic scaffolds in hypermedia learning environments. Computers in Human Behavior, 25, 371–380. doi:10.1016/j.chb.2008.12.016.
  • Slatin, J. M., (1990). Reading hypertext: Order and coherence in a new medium. College English, 52, 870–883.
  • Son, C., Park, S., & Kim, M. (2011). Linear text vs. non-linear hypertext in handheld computers: Effects on declarative and structural knowledge and learner motivation. Journal of Interactive Learning Research, 22, 241–257.
  • Spalter, A. M., & van Dam, A. (2008). Digital visual literacy. Theory Into Practice, 47, 93–101. doi: 10.1080/00405840801992256.
  • Suzuki, I. (2012). Effects of sense of direction on Internet skill and cognitive maps of the Web. Computers in Human Behavior, 28, 120–128. doi:10.1016/j.chb.2011.08.018.
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
  • Thomas, H. (1997). The new literacy?: The challenges of hypertextual discourse. Computer Assisted Language Learning, 10, 479–489.
  • Urakami, J., & Krems, J. F. (2012). How hypertext reading sequences affect understanding of causal and temporal relations in story comprehension. Instructional Science, 40, 277–295. doi: 10.1007/s11251-011-9178-1.
  • Vallverdú, J. (2007). Hypertextual thoughts. Revista Portuguesa de Filosofia, 63, 703–720.
  • Verhoeven, L., Schnotz, W., & Paas, F. (2009). Cognitive load in interactive knowledge construction [Guest editorial]. Learning and Instruction, 19, 369–375.
  • Voros, Z., Rouet, J.-F., & Pleh, C. (2011). Effect of high-level content organizers on hypertext learning. Computers in Human Behavior, 27, 2047–2055. doi:10.10 16/j.chb.2011.04.005.
  • Waniek, J. (2012). How information organisation affects users' representation of hypertext structure and content. Behaviour & Information Technology, 31, 143–154.
  • Wenger, M. J., & Payne, D. G. (1994). Effects of a graphical browser on readers' efficiency in reading hypertext. Technical Communication, 41, 224–233.
  • Wills, D. (1999). The nature of hypertext: Background and implications for librarians. Journal of Academic Librarianship, 25, 134–141.
  • Yao, Y., & Gill, M. (2009). The effect of hypertext annotation presentation formats on perceived cognitive load and learner control. Journal of Interactive Learning Research, 20, 359–373.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.