Acceso usuarios
Johannes Naumann, Tobias Richter, Jürgen Flender, Ursula Christman, Norbert Groeben
[Correction Notice: An erratum for this article was reported in Vol 101(2) of Journal of Educational Psychology (see record 2009-04640-014). The URL published for the supplemental material was incorrect. The correct URL is provided in the erratum.] Expository hypertexts may contain specific types of signals such as navigable topical overviews and hyperlinks that map conceptual relationships between text contents. Two experiments with German university students (N = 130, 75% female, mean age 25 years) were conducted to test the hypothesis that hypertext-specific signals particularly support learners with badly routinized reading skills in organizing and integrating complex learning materials. The experiments were based on naturalistic texts and essay-writing tasks typical for exam preparation. Learning outcomes were measured by characteristics of participants' essays (amount of knowledge, knowledge focusing, knowledge integration). In both experiments, a hypertext with a high amount of signaling yielded better learning outcomes than did a linear text for readers with a low level of skill, whereas there were no differences for readers with a high level of skill (ΔR² from .03 to .08 for the interaction). In Experiment 2, the same interaction pattern was found for hypertext with a high versus a low amount of hypertext-specific signals (ΔR² from .04 to .10). Moreover, a lack of signals led to less efficient navigation behavior. These results demonstrate that hypertexts equipped with hypertext-specific signals may compensate for deficits in reading skill.
