Becker and Dwyer (1994) examined the impact of students' intrinsic motivation for a learning task and found that learners who used the hypertext program were more self-determined and their motivation was higher than those who used paper-based texts.
Relationships among online metacognitive strategies, hypermedia annotations, motivation, and hypertext comprehension
Using schema theory, hypertext fiction can be seen to "tune" (Rumelhart and Norman) a reader's existing hypertext narrative schema.
While schema theory can be used to explain how readers might respond to links in literary hypertext, without indicative examples of how individual links operate within specific texts, any conclusions about the way in which readers process links rely on generalization or are
They must think of the spatial component, site planning, the use of hypermedia,
hypertext and ultimately, the audience.
Effects of overviews and computer experience on learning from
hypertext. Journal of Computing Research, 25(4), 427-440.
However, the subtitles were preserved because they provided essential features for the texts due to the fact that (a) in the
hypertexts, they should be converted into nodes, and (b) the linear versions and the
hypertext versions needed to have similar characteristics.
Moreover,
hypertext inherently lends itself to inter-textual linking.
The kinds of interactions that
hypertext fictions present may therefore be reflective of wider changes in communicative practices, while also posing a radical challenge to the prevailing "idea of dialogue" we have from the print novel.
PROCESSES OF INFORMATION RETRIEVAL AND INFORMATION PROCESSING IN TEXT AND
HYPERTEXT LEARNING