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Cognitive Overhead in Hypertext Learning Reexamined: Overcoming the Myths
Article

, University of Heidelberg, Germany

Journal of Educational Multimedia and Hypermedia Volume 15, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In hypertext learning, comparative research is mostly dedicated to differences in text-hypertext information retrieval and processing and to optimization on non-linear information retrieval. Most of these investigations are conducted within the context of applied research. The theoretical background of information acquisition from linear and non-linear text forms has not received much attention here. This paper contributes to change the concept of cognitive overhead using text comprehension models as well as Cognitive Load Theory. Similarities and differences in cognitive load during text and hypertext comprehension are discussed on this background. The paper suggests a contemporary model of cognitive load and text comprehension and presents evidence from the literature and a first empirical study supporting the proposed model.

Citation

Zumbach, J. (2006). Cognitive Overhead in Hypertext Learning Reexamined: Overcoming the Myths. Journal of Educational Multimedia and Hypermedia, 15(4), 411-432. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2019 from .

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