Hypertext research results suggest that building a correct representation of the hypertext structure enables users to navigate effectively within the text. Therefore, text comprehension processes involved in hypertext reading should be investigated. In an experimental study, we differentiated the text structure from the dimensions of a postulated coherent situation model in order to compare them. Three electronic text versions, varying in navigational facility, and text structure visualization were compared with respect to orientation, navigation, eye movements, mental representation of text structure and content (situation model). Results demonstrate that when text structure visualization was unavailable, a reorganization of readers’ representations of the text structure towards their situation model took place. Navigation within the text particularly affected mental representation of text structure and content.

Previous studies have shown that hypertext users generate a mental representation of the hypertext structure and content. This study examines how information organisation in hypertext affects users' comprehension of the hypertext structure and content of the text. In a 2 6 2 factorial design text interconnectedness (low vs. high) and coherence (coherent vs. incoherent) were manipulated. Users' mental representations were accessed by various tests such as card sorting, summary writing and questionnaires. Results showed that participants' representation of hypertext structure and content was better under the coherent than under the incoherent condition. Interconnectedness did not have an effect on users' representation. Recommendations for hypertext designers are discussed.

No abstract

No abstract

This study examines the cognitive costs of navigation aids in a hypermedia learning task. In a 2(navigable vs. non-navigable) × 2(map vs. content list) experimental design cognitive requirements were measured by users' eye movement data. Additionally, data from users' navigation operations, knowledge acquisition, and subjective evaluation of the hypermedia system were acquired. Results show that cognitive requirements were higher for the map than for the content list, and higher for a non-navigable than a navigable aid. Furthermore, users' navigation behavior was less efficient with a non-navigable than with a navigable aid. Recommendations for the design of aids in hypermedia systems are discussed.