Effective Technology for Effective Reading: Innovative use of hyperlinks in online readings for low prior knowledge learners
Jonathan Loose
Heythrop College, University of London, United Kingdom
This paper reports new research evidence exploring effective use of hypertext links when constructing online readings intended for learners with low prior knowledge. Evidence related to online reading suggests that hypertext links can often prove unhelpful for learners who do not have prior knowledge of the domain in question (Müller-Kalthoff and Möller 2006). Evidence related to reading styles from both eye tracking data and verbal reports has been used to study student reading styles with expository texts, and these have found that the reading style corresponding to most effective comprehension may best be termed 'topic structure processing' in which readers look back strategically to headings and other summary information within the text whilst reading.(Hyönä and Nurminen 2006, Hyönä, Lorch and Kaakinen 2002).These studies imply a question: Could an innovative online text be constructed in which hyperlinks function to encourage topic structure processing and as a consequence aid comprehension for low prior knowledge learners? In this study, students interact with a main text broken down into sections and presented electronically. Students are able to access summaries of each section through links supplied alongside the main text, and can navigate through summaries and main text as desired. The question of interest is whether providing linked summaries will encourage a greater level of topic-structure processing than that observed in previous studies of reading style. Topic structure processing is identified by a previously validated questionnaire.Results of pilot work suggest that learners (1) enjoy reading on screen, (2) in contrast to the experience of web research, appreciate the simple presentation of material, and (3) make use of the linked summaries provided. Results to be reported will indicate whether or not the level of topic structure processing is significantly different from the level reported by studies investigating reading without linked summaries. The work is currently informing the construction of a set of readings in psychological research methods as part of a body of learning materials to be disseminated nationally through the JORUM repository which will also be briefly discussed.Hyönä, J, and A.M. Nurminen. "Do adult readers know how they read? Evidence from eye movement patterns and verbal reports." British Journal of Psychology 97 (2006): 31-50.Hyönä, J., R.F. Lorch, and J.K. Kaakinen. "Individual differences in reading to summarize expository text: Evidence from eye fixation patterns." Journal of Educational Psychology 94 (2002): 44 - 55.Müller-Kalthoff, Thiemo, and Jens Möller. "Browsing while reading: effects of instructional design and learners' prior knowledge." ALT-J, 2006: 183-198.