Title

The Effect Of Hypertext Annotation Presentation Formats On Perceived Cognitive Load And Learner Control

Abstract

The impact of hypertext presentation formats on learner control and cognitive load was examined in this study using Campbell and Stanley's (1963) Posttest Only Control Group design. One hundred eightysix undergraduate students were randomly assigned to read a web-based text with no annotations, online glossary annotations, embedded annotations, rollover annotations, or annotations with multiple formats. One of the findings from this study is that the embedded annotation presentation format was ranked the lowest in learner control among the different presentation formats; that is, embedded annotation seemed to provide less control or choices to students in accessing annotations. Moreover, a negative relationship was revealed between the overall cognitive load and learner control as generated by different annotation presentation formats.

Publication Date

12-1-2009

Publication Title

Journal of Interactive Learning Research

Volume

20

Issue

3

Number of Pages

359-373

Document Type

Article

Personal Identifier

scopus

Socpus ID

77955583971 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/77955583971

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