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.
Tara Lusiana MP
16611053
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