Article published In:
Text features which enable cognitive strategies during text comprehensionEdited by Herre van Oostendorp
[Information Design Journal 14:1] 2006
► pp. 45–55
Edited by Herre van Oostendorp
[Information Design Journal 14:1] 2006
► pp. 45–55
Coherence or interest as basis for improving hypertext comprehension
Educational hypertext aims to improve the reader’s comprehension by providing flexible access to information. However, this flexibility imposes additional tasks upon a reader who is used to gaining information in a linear manner. One of these difficulties is in choosing the reading order of the hypertext sections. In the present work, we explore two possible strategies to decide the reading order in hypertext: strategies based on coherence and interest. Results of two laboratory experiments reveal that a semantically coherent reading order improves comprehension for novice readers. Finally, we focus on ways to analyze coherence of the reading order, and how to promote it in educational hypertexts.
Keywords: reading strategies, hypertext comprehension, text coherence
Cited by
Cited by 14 other publications
Akyel, Ayse & Gülcan Erçetin
2009. Hypermedia reading strategies employed by advanced learners of English. System 37:1 ► pp. 136 ff. 
Burin, Debora I., Natalia Irrazabal, Irene Injoque Ricle, Gaston Saux & Juan Pablo Barreyro
2018. Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning. International Journal of Educational Technology in Higher Education 15:1
Butcher, Kirsten R., Sarah Davies, Edward J. OBrien, Anne E. Cook & Jr Lorch
2015. Inference generation during online study and multimedia learning. In Inferences during Reading, ► pp. 321 ff.
Butcher, Kirsten R. & Walter Kintsch
2012. Text Comprehension and Discourse Processing. In Handbook of Psychology, Second Edition,
Erçetin, Gülcan
2010. Effects of topic interest and prior knowledge on text recall and annotation use in reading a hypermedia text in the L2. ReCALL 22:2 ► pp. 228 ff.
Ignacio Madrid, R., Herre Van Oostendorp & Mari Carmen Puerta Melguizo
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 25:1 ► pp. 66 ff.
List, Alexandra & Patricia A. Alexander
2017. Cognitive Affective Engagement Model of Multiple Source Use. Educational Psychologist 52:3 ► pp. 182 ff.
List, Alexandra & Patricia A. Alexander
2019. Toward an Integrated Framework of Multiple Text Use. Educational Psychologist 54:1 ► pp. 20 ff.
List, Alexandra, Emily M. Grossnickle & Patricia A. Alexander
2016. Profiling Students’ Multiple Source Use by Question Type. Reading Psychology 37:5 ► pp. 753 ff.
Mann, Wolfgang, Rachel O’Neill, Freya Watkins & Robin L. Thompson
2023. Reading online in deaf and hearing young people: Do differences exist?. Deafness & Education International 25:3 ► pp. 203 ff.
Moos, Daniel C. & Elizabeth Marroquin
2010. Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered. Computers in Human Behavior 26:3 ► pp. 265 ff.
Sullivan, Sarah A. & Sadhana Puntambekar
2015. Learning with digital texts: Exploring the impact of prior domain knowledge and reading comprehension ability on navigation and learning outcomes. Computers in Human Behavior 50 ► pp. 299 ff.
Verezub, Elena, Hua Wang & Jeremy Glover
2014. An Innovative Approach to Training International Students in Workplace Written Communication Skills. In Handbook of Research on Transnational Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 419 ff.
Wu, J‐Y.
2014. Gender differences in online reading engagement, metacognitive strategies, navigation skills and reading literacy. Journal of Computer Assisted Learning 30:3 ► pp. 252 ff.
This list is based on CrossRef data as of 30 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.