Previous research has
identified two important navigation strategies that have a clear impact on
hypertext understanding: link selection and overview strategies. The first
relates to the sequence in which the student chooses a hyperlink while trying
to understand hypertext, while the second relates to when and for how long the
student processes the navigation overview, a text tool that conveys the text
structure by displaying the section, title and relationship. Much of the
previous research in navigation strategy has been done with undergraduate students.
They expanded their previous research by exploring the navigation strategies
used by sixth graders while reading hypermedia systems. We also investigate how
reading skills relate to the use of navigation strategies, and how they both
shape student understanding in hypertext. The results of an electronic reading
study replicated in the sixth grade results on a navigation strategy previously
found in the undergraduate sample. In addition, the results show that reading
ability predicts the use of link selection but not the image processing
strategy. We discussed our results based on a new model of electronic reading
ability, and proposed some instructional guides to improve children's
electronic reading skills.
Annisa Masnasuri Kesai
16611069
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