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Numerous researchers have proposed that reading strategies in hypertext can indirectly affect comprehension by leading readers to process a particular text in terms of amount of information accessed (Salmeron et al.
Although the inherent nature of hypertext reading is often thought to engage learners, research examining the relation between motivation and hypertext reading has resulted in mixed findings, especially since various factors can influence the effect of learner motivation with hypertext learning (Moos & Marroquin, 2010).
Schema theory can thus be used alongside Tosca's conclusions about the anticipatory and retrospective nature of hypertext reading to show how individual links work with or against readers' existing schemata so as to either confirm or revise their predictions about what they will find when following a link.
Cook's focus on linguistic schemata is particularly relevant to hypertext fiction because hyperlinks are often located on strings of text.
While hypertext theorists remain divided as to how hypertext affects reading cognition, the format certainly alters readers' understanding of how a document is structured and where it is located in a body of literature.
No discussion of hypertext is complete without mentioning Vannevar Bush's oft-cited article "As We May Think," which appeared inThe Atlantic Monthly in 1945.
Some research findings can be explained by text comprehension models, showing that hypertext learning does not lead to worse performance compared to linear text learning if students have a certain amount of prior knowledge in the learning domain (Gerdes, 1997; Lawless & Brown, 1997).
B) The hypertext novel invites and encourages different reading experiences that lead to different conclusions.
which individuals engage with hypertext (Korthauer & Koubek, 1994;
the background, which here offers the reader a page of manuscript opposite a transcription of it, holds the hypertext data.
Prior research has shown empirically that instructor-provided hypertext links that elaborate on conceptual information can enhance student acquisition of concept knowledge (Stanton and Stammers 1990a, 1990b; Spruijt and Jansen 1999), particularly when students are able to accurately monitor their own learning (Stimson 1998).
Participants were assigned to either the hypertext or QTVR interface condition according to their order of arrival at the laboratory.