Understanding Navigation and Disorientation in Hypermedia Learning Environments (original) (raw)

Understanding navigation and disorientation in hypermedia learning environment

Difficulties with orientation are common in hyperdocuments. This paper describes an exploratory study into the role of a navigation map, as a helping tool, during browsing processes. We tried to establish the influence of this navigational tool, provided by a hypermedia prototype, in retrieval tasks. Twenty-two students tested this prototype and some data were collected: scores obtained in a task-test and a record of the path followed by the subjects. With these data we defined a set of ratios as an attempt to understand the subjects' browsing processes. Findings suggest that the map was not effective in the ameliorative role. Perhaps it is not wise to assume that a map that helps performance in a spatial context also forms an aid in a hypermedia environment under a nonhierarchical model. Hypermedia environments are complex systems based in a nonlinear organization of the information (under multiple formats: text, image, sound). This conceptual assumption introduces new problems such as the hypertext design and the navigation performance in the system. Our present concern is the navigation process that results from the explosive ability of the system to develop complex networks of information. This situation has some direct implications in the user interaction with the systems, such as cognitive overhead and disorientation .

A navigational analysis of linear and non-linear hypermedia interfaces

American Educational Research …, 2000

The purpose of this experiment was to assess the effectiveness of a comprehensive model for the analysis of hypermap navigation patterns through a comparison of navigation patterns associated with a traditional linear interface versus a non-linear "hypermap" interface. Twenty-six general psychology university students studied material on bipolar disorder, in which the home page was displayed in either an outline or hypermap format. The pages students went to, the time spent on each page, and the order of their traversal were all recorded. Cardinal (number of hits), temporal (time on page), and structural (pathfinder network) navigation measures were examined. The two groups did not differ on the cardinal navigation measure, but the temporal and structural measures differed markedly. Those in the hypermap groups spent significantly more time on the home page. Further, the structure of the navigation for those in the list group was more consistent with an outline than with a map structure, as would be expected. However, the navigation pattern of those in the hypermap group was no more consistent with an outline structure than it was with a map structure. The results indicate that a comprehensive analysis of navigation patterns can provide useful insight into hypermedia processing. Contains 19 references. (Author/MES) Reproductions supplied by EDRS are the best that can be made from the original document.

Efficacy of a map on search, orientation and access behaviour in a hypermedia system

Computers & Education, 2000

Many researchers have proposed hypertext and hypermedia as superior learning environments over traditional linear-based approaches. At the same time, reports of disorientation amongst students working in these environments has become a topic of major concern. The study reported in this paper sets out to investigate the efficacy of the provision of maps on students' ability to search, orientation and access information in a hypertext-based learning task. The domain used required students to learn about the theory of tectonic plates. The results indicate that the greater use of maps led to less relevant searching behaviour and less effective search effort. In conclusion, it is argued that the concept of the spatial metaphor has not served the designers and students of hypertext and hypermedia environments well. Further, it is proposed that designers of non-linear learning environments would be better served by concentrating on the fundamental usability of their systems rather than attempting to introduce navigational aids, which themselves are a symptom of poor design.

Navigation in hypermedia learning systems: experts vs. novices

Computers in Human Behavior, 2006

With the advancement of Web technology, hypermedia learning systems are becoming more widespread in educational settings. Hypermedia learning systems present course content with non-sequential formats, so students are required to develop learning paths by themselves. Yet, empirical evidence indicates that not all students can benefit from hypermedia learning. Research into individual differences suggests that prior knowledge has significant effects on student learning in hypermedia systems, with experts and novices showing different preferences to the use of hypermedia learning systems and requiring different levels of navigation support. It is therefore essential to develop a mechanism to help designers understand the needs of experts and novices. To address this issue, this paper presents a framework to illustrate the needs of students with different levels of prior knowledge by analyzing the findings of previous research. The overall aim of this framework is to integrate students' prior knowledge into the design of hypermedia learning systems. Finally, implications for the design of hypermedia learning systems are discussed.

Hypermedia Navigation: Where Do We Go from Here?

1998

This paper examines the main issues in hypermedia navigation, proposes research questions, and suggests a methodology for resolving those questions. The paper begins with an overview of navigation and a discussion of design issues in hypermedia databases, including being lost in hyperspace, the use of hypermaps, proper balance between links and nodes, level of learner control, and learning theories implemented in hypermedia applications research questions addressing the following design considerations for hypermedia databases are outlined: (1) screen layout; (2) use of color; (3) use of hypermaps or other locational devices; (4) degree of consistency to use in the design of navigation; (5) types of pathways for transit; (6) level of user control; (7) use of a help function; and (8) relationship between the learning styles of users and the navigational controls. A methodology for proposed research on hypermedia navigation is then presented; the proposed research will utilize the Perseus Project, a 10-year-old Harvard University interactive database on Greek Civilization, to examine whether hypermedia databases created in the past can be significantly improved by introducing navigational features that currently are advocated by hypermedia designers. Three figures depicting the Perseus system are included. (Contains 37 references.) (DLS)

Evaluation of Navigational Behavior in a Hypertext Learning System

We conducted an empirical study with nine subjects to investigate the navigational behavior. Particularly, we tested our hypotheses whether overview maps are used extensively and whether interactive examples engage users' attention. The analysis of navigation patterns indicates that there might be two different navigation strategies. We collected the relevant data by the use of a monitoring tool, thinking aloud protocols and videos. First results seem to validate our hypotheses.

Designing and Testing Navigational Strategies and Guidance Tools for a Hypermedia Program

Journal of Educational Computing Research, 1991

This article reports on exploratory research that examined the effectiveness of guidance tools to help users access information in a hypermedia program. Also, the study examined the influence of affective and motivational dispositions and cognitive strategies on users' search strategies. A stepwise regression analysis revealed that students were able to effectively use the Guide and the Browse modes to locate information that pertained to focus questions assigned them. The Index was not an effective means of locating information. The findings also suggested that students need adequate learning and study skills preparation to be successful navigators in hypermedia systems.

Designing Navigation Support in Hypertext Systems Based on Navigation Patterns

Instructional Science, 2005

In this paper, we present two studies designed to help students navigate effectively and learn from a hypertext system, CoMPASS. Our first study (N=74) involved an analysis of students' navigation patterns to group them into clusters, using a k-means clustering technique. Based on this analysis, navigation patterns were grouped into four clusters, enabling us to understand the kinds of support that students needed. This formed the basis of our next study, in which we designed and implemented metanavigation support to help students navigate and learn science content. Support in the form of prompts was provided to one group (N=58) while a second group (N=58) with no support served as the comparison group. Our results suggest that students in the support group performed better on a concept-mapping task. Based on the results we provide suggestions for providing metacognitive support in hypertext systems. Current design-based and project-based approaches to enhance science learning (Krajcik et al., 1991; Kolodner, 1997) emphasize the importance of helping students understand cause and effect relationships among scientific phenomena, use of data to support explanations and opportunities for sustained inquiry in which students investigate questions of their own. While the hands-on activities in an inquiry approach can help students experience scientific phenomena and the relationships therein, electronic texts in the form of hypertext and hypermedia systems (e.g., Shapiro, 2000; Azevedo & Cromley, 2004) as well as digital libraries (e.g., Abbas et al., 2002; Hoffman et al., 2003) are also increasingly being used in scientific inquiry. Digital or hypertext documents are nonlinear and flexible, and enable students to follow their own investigation paths. The flexibility and non-linearity of hypertext systems, attributes that seem to hold great promise, also present challenges for learners and designers. On one hand, hypertext systems present material in different ways allowing the learner to view the same material from

Individual differences and navigation in hypermedia

1996

This study derives from two important observations. First, that navigation in hypermedia is a difficult task, and second, that individual cognitive differences play a role in how well users are able to efficiently use computer systems. We found that of the cognitive abilities tested in our study, only spatial ability could be related to the time spent in completing a set of tasks in a large, hypermedia, information structure. We furthermore found that it was only certain aspects of spatial ability which were related to the ability navigate in hypermedia, namely those related to solving spatial problems mentally rather than solving spatial problems in the physical world.