The Role of Reading Order and Monitoring Skills During Hypertext Comprehension
Mari Carmen Puerta Melguizo1, *, Ladislao Salmeron Rouet2, R. Ignacio Madrid3, Herre van Oostendorp1
Identifiers and Pagination:Year: 2009
First Page: 97
Last Page: 103
Publisher Id: TOERGJ-2-97
Article History:Received Date: 01/01/2008
Revision Received Date: 01/09/2008
Acceptance Date: 01/11/2008
Electronic publication date: 15/12/2009
Collection year: 2009
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
In this paper we discuss two experiments on the role that comprehension monitoring skills play in selecting the reading order of hypertextual information and comprehending this information. In the first experiment, learners who could be characterized as learners with low prior knowledge comprehended the hypertext better when they selected a coherent reading order. Further, number of links per page had no effect on cognitive load or comprehension. Finally, link support enhanced comprehension. In the second experiment, we showed that low prior knowledge learners are able to select a high coherent reading order strategy provided that these learners have high monitoring skills with regard to their comprehension process. We conclude that an important characteristic of hypertext comprehension is the skill to monitor the level of coherence and regulating the reading order is in this respect essential.