The Effect of Hypertext Annotation Presentation Formats on Perceived Cognitive Load and Learner Control
Year: 2009
Type: article
Abstract: The impact of hypertext presentation formats on learner control and cognitive load was examined in this study using Campbell and Stanley's (1963) Posttest Only Control Group design. One hundred eightysix undergraduate students were randomly assigned to read a web-based text with no annotations, online glossary annotations, embedded annotations, rollover annotations, or annotations with multiple formats. One of the findings from this study is that the embedded annotation presentation format was ranked the lowest in learner control among the different presentation formats; that is, embedded annotation seemed to provide less control or choices to students in accessing annotations. Moreover, a negative relationship was revealed between the overall cognitive load and learner control as generated by different annotation presentation formats.
Authors: Yuanming Yao, Michele Gregoire Gill
Institutions: Bethune-Cookman University, University of Central Florida
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1483303487