Comparing the Effects of Marginalia and Topic Sentences in Educational Hypertext
Thorsten Aichele, University of Würzburg, Media Communication, Germany ; Maria Bannert, Technical University of Munich, Teaching and Learning with Digital Media, Germany
Journal of Educational Multimedia and Hypermedia Volume 28, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Hypertext comprehension often suffers from inadequate representation of the text’s structure. Explication of the local paragraph macrostructure within each node might help to overcome this obstacle. As headings show several deficits, especially in digital text, marginalia are considered a possible alternative in signaling hypertext structure as they should foster interactive processing. 41 participants learned with macropropositions presented as either macropropositional marginalia (EG1), paragraph-initial topic sentences (EG2) or with an unsignaled placing of macropropositions at the end of each paragraph (CG). All three experimental texts contained identical information. Results revealed increased inference performance for marginalia and increased factual recognition for topic sentences, confirming the assumptions that marginalia foster interactive processing but suffer the same oversignaling deficit as headings concerning the processing of factual information.
Aichele, T. & Bannert, M. (2019). Comparing the Effects of Marginalia and Topic Sentences in Educational Hypertext. Journal of Educational Multimedia and Hypermedia, 28(2), 117-138. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)