Development of a cognitive model of web-navigation

Oostendorp, Herre van; Aggarwal, Sonal; Karanam, Saraschandra

doi:10.1075/swll.16.07van

Cited by 1 publication

(1 citation statement)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…User navigation behavior in the context of web information search tasks consists of sequentially moving through a set of pages, deciding at each step (each hyperlink) where to go. It can be divided into two main stages of cognitive processing: attention cycle and action-selection cycle (Kitajima et al, 2000;Karanam et al, 2016;Van Oostendorp et al, 2017). The attention cycle is further divided into two stages: parsing the web page in high-level schematic regions and focusing on one of these regions.…”

Section: Navigation and The Issue Of Disorientationmentioning

confidence: 99%

Lost in Learning: Hypertext Navigational Efficiency Measures Are Valid for Predicting Learning in Virtual Reality Educational Games

Ferguson

Oostendorp

2020

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

The lostness measure, an implicit and unobtrusive measure originally designed for assessing the usability of hypertext systems, could be useful in Virtual Reality (VR) games where players need to find information to complete a task. VR locomotion systems with node-based movement mimic actions for exploration and browsing found in hypertext systems. For that reason, hypertext usability measures, such as “lostness” can be used to identify how disoriented a player is when completing tasks in an educational game by examining steps made by the player. An evaluation of two different lostness measures, global and local lostness, based on two different types of tasks, is described in a VR educational game using 13 college students between 14 and 18 years old in a first study and extended using 12 extra participants in a second study. Multiple Linear Regression analyses showed, in both studies, that local lostness, and not global lostness, had a significant effect on a post-game knowledge test. Therefore, we argued that local lostness was able to predict how well-participants would perform on a post-game knowledge test indicating how well they learned from the game. In-game experience aspects (engagement, cognitive interest, and presence) were also evaluated and, interestingly, it was also found that participants learned less when they felt more present in the game. We believe these two measures relate to cognitive overload, which is known to have an adverse effect on learning. Further research should investigate the lostness measure for use in an online adaptive game system and design the game system in such a way that the risk of cognitive overload is minimized when learning, resulting in higher retention of information.

show abstract

Section: Navigation and The Issue Of Disorientationmentioning

confidence: 99%