Reading is an
individual process for receiving and processing written information, from
decoding and recognizing words to the process of word-text integration and
making higher meanings. In digital and
linear texts, information must be communicated in a coherent form that allows
the reader to extract meaning and form a mental representation of the text
situation. Hypertext, though, offers readers greater freedom in how they
receive information by simultaneously giving fewer cues about what information
will be in the next process and where to find it. Therefore, digital readings
require increased activation of cognitive resources to enable the reader to
deal precisely with non-linear text structures without getting lost.
This study examines
whether memory updates predict students' understanding of digital
hypertext lipocyte above and above the linearly structured reading of the text,
and whether the association is influenced by the specific characteristics of
reading assignment, reading behavior and individual conversation. For learning
purposes, the results show that readers should learn from hypertext designed to
fit their cognitive abilities. For teaching purposes, the difficulty of digital
reading tasks should be stepped up gradually to stimulate new strategies and
encourage integration skills in the reader. However, more research is needed to
verify this conclusion.
Annisa Masnasuri Kesai
16611069
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