The Effect of Reading Strategies and Prior Knowledge on Cognitive Load and Learning with Hypertext

Abstract

Reading strategies, prior knowledge and cognitive load are some variables that have been related with comprehension and learning with hypertext systems. In this study we analyze the effect of two different hypertext reading strategies -coherence and interest -and two prior knowledge levels -low and high -on cognitive load, and their relation with learning. For low prior knowledge readers, data reveal that following a coherence strategy leads to lower cognitive load during reading and better learning. For high prior knowledge readers, following an interest strategy produce higher cognitive load during reading than a coherence strategy, but they learned equally from both strategies. These results are discussed taking into account the implication of two different components of cognitive load (extraneous and germane cognitive load).

How do Intellectually Curious and Interested People Learn and Attain Knowledge? A Focus on Behavioral Traces of Information Seeking

“…Finally, we included established control variables related to learning behaviors and outcomes and found largely consistent effects. Higher previous knowledge was consistently associated with being a disengaged information seeker, in line with previous research on hypertext reading in which prior knowledge was associated with shorter reading times (Madrid & Canas, 2009;Sullivan & Puntambekar, 2015). Fluid intelligence increased the likelihood of being a broad information seeker, potentially because higher intelligence levels may reduce the cognitive load associated with hypertext reading.…”

Análisis y evaluación de la didáctica con base en lectura digital en el marco PISA: el caso de España

“…El empleo adecuado de las TIC requiere que el alumnado, que se está conformando como ciudadano crítico, aprenda nuevas formas de leer y escribir en entornos y soportes digitales; para lo que se requiere nuevas competencias que integren una comunicación ciberlingüística y unas didácticas específicas que mejoren sus capacidades de codificación y decodificación del texto digital (Coiro, 2009;Coe y Oakhill, 2011;Vázquez, 2012). Estos aspectos son fundamentales para el desarrollo efectivo de una competencia digital, lingüística y social; generando nuevas "habilidades informacionales", competencias comunicativas y mediáticas (Lawless y Schrader, 2008;Kemp, 2011) para enfrentar así el analfabetismo telemático y poder así combatir con esta práctica, la ausencia generalizada de lecturas comprensivas y críticas en el soporte hipermedial, interactivo y conectivo de Internet (Lin, 2003;Madrid y Cañas, 2008). La UNESCO ya expresaba en el informe Delors (1996) que los alumnos y alumnas del siglo XXI han de aprender a conocer, aprender a hacer, aprender a convivir, aprender a colaborar y aprender a ser.…”