RT Journal Article
T1 Do graphical overviews facilitate or hinder comprehension in hypertext?
A1 Salmerón, Ladislao
A1 Baccino, Thierry
A1 Cañas, José J.
A1 Madrid-López, Rafael Ignacio
A1 Fajardo, Inmaculada
K1 Hipertexto
K1 Interacción hombre-ordenador
AB Educational hypertexts usually include graphical overviews, conveying the structure of the text schematically with the aim of fostering comprehension. Despite the claims about their relevance, there is currently no consensus on the impact that hypertext overviews have on the reader’s comprehension. In the present paper we have explored how hypertext overviews might affect comprehension with regard to (a) the time at which students read the overview and (b) the hypertext difficulty. The results from two eye-tracking studies revealed that reading a graphical overview at the beginning of the hypertext is related to an improvement in the participant’s comprehension of quite difficult hypertexts, whereas reading an overview at the end of the hypertext is linked to a decrease in the student’s comprehension of easier hypertexts. These findings are interpreted in light of the Assimilation Theory and the Active Processing model. Finally, the key educational and hypertext design implications of the results are discussed.
PB Elsevier
YR 2009
FD 2009-12
LK https://hdl.handle.net/10630/33087
UL https://hdl.handle.net/10630/33087
LA eng
NO Salmerón, L., Baccino, T., Cañas, J.J., Madrid, R.I. y Fajardo, I. (2009). Do graphical overviews facilitate or hamper comprehension in hypertext? Computers & Education, 53 (4), 1308-1319.
NO Política de acceso abierto tomada de: https://v2.sherpa.ac.uk/id/publication/27886
NO This research was funded by research Grant AP 02-1503 to the first author and research Project Rayuela-SEJ2004-05430/PSIC from the Spanish Minister of Education.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 19 ene 2026