Patterns in Cognitive Processes and Strategies in Hypertext Reading: A Case Study of Two Experienced Computer Users
Arif Altun, University of Cincinnati, United States
Journal of Educational Multimedia and Hypermedia Volume 9, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The use of hypertext is reported to involve a set of basic cog-nitive processes and strategies by several researchers (Rouet, 1992). Hypertext reading is described as allowing more ran-dom access, tends to be more interactive, and offers overt ways of reading (Tierney, 1994). It also presents a non-linear and flexible access to information from a variety of media such as text, audio, graphics, and animation by incorporating the notion of navigation. While navigating, novice users are reportedly getting lost and disoriented within the burden of complex structure of hypertext. Yet, expert users' approaches to hypertext reading invite more exploration. This qualitative study, therefore, investigates the nature of cognitive process-es and strategies an expert user applies in hypertext environ-ments, seeking patterns to probing questions. How do experi-enced computer users' perception of hypertext affect their reading process in a hypertext environment? What kinds of strategies do experienced computer users employ and devel-op while navigating in hypertext environment? Two experi-enced computer users were observed during reading, and data were collected through observations, interviews, e-mail correspondences, and a questionnaire. Think aloud proce-dures were applied during sessions, and the data was ana-lyzed through content analysis.
Altun, A. (2000). Patterns in Cognitive Processes and Strategies in Hypertext Reading: A Case Study of Two Experienced Computer Users. Journal of Educational Multimedia and Hypermedia, 9(1), 35-55. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/8076/.
© 2000 Association for the Advancement of Computing in Education (AACE)
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