The Importance of Navigation Support and Reading Order on Hypertext Learning and Cognitive Load

Abstract

Problems in hypertext learning seem to relate with high levels of cognitive load that learners suffer during hypertext reading. One important factor that can increases cognitive load is the number of links per page (DeStefano & LeFevre, 2007). Several navigation support techniques, such as link suggestions, have been proposed to reduce cognitive load. In an experiment we tested the effects of number of links and link suggestions on cognitive load and learning. Participants used different hypertext versions, 3-links or 8-links per page, and with link suggestions or not. Participants with navigational support selected a more coherent reading text order and learned better at situational level. More interestingly, the effects on cognitive load were mediated by the hypertext reading order. Participants that selected a low coherent reading order suffered more cognitive load independently of the number of links presented. Implications for research and the design of navigation support systems are discussed.