 |
Edited by
Dr. David J. Ayersman, Mary Washington College, and Dr. W.
Michael Reed,
New York University
Incoming editor: Dr. Lynne Schrum, University of Georgia
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| formerly Journal of Research on Computing in
Education |
Volume 34 Number
3 2002
Children’s Hypertext Navigation
Strategies
Kimberly A. Lawless
University of Illinois at Chicago
Robert Mills
Utah State University
Scott W. Brown
University of Connecticut
Abstract
Research investigating the nature of reader’s
navigational choices indicates at least three recurring patterns among
hypertext users. Each of these patterns is marked by the type and amount
of resources visited and the level of text processing that occurs.
Conclusions from prior research have highlighted that navigation seems
to be a strategy some readers employ better and more efficiently than
others. However, the majority of these studies have investigated
experienced adult readers. Because navigational choices are made
strategically, it stands to reason that children, who have less
strategic knowledge with respect to reading, may navigate differently
than their adult counterparts. This study was undertaken to identify if
similar or different navigational profiles emerge for younger readers of
hypertext documents. In addition, knowledge and interest variables were
examined to illuminate why differences may or may not occur. Results
indicate that both adult and adolescent readers use the same
navigational profiles. However, the order of prominence of the profiles
differed between the two groups. Differences appear to be linked to the
level of exposure to a given domain rather than experience navigating
computer environments. (Keywords: hypertext, interest, knowledge,
navigation, technology.)
Contributors
Kimberly A. Lawless is an associate professor of
curriculum, instruction, and evaluation at the University of Illinois at
Chicago, where she teaches courses in instructional technology and
design and conducts research in the areas of hypermedia processing and
beliefs about technology.
Robert Mills is currently an assistant professor of
business information systems at Utah State University. His research
interests are information access and retrieval, database systems, and
intranet navigation.
Scott Brown is a professor in and head of the
Department of Educational Psychology at the University of Connecticut.
His research interests are memory, instructional technology and
multimedia, metacognition, and cognitive processes related to learning.
Download
the full article (PDF, 106 KB, PDF Instructions)
Contact
Kimberly A. Lawless
Department of Curriculum and Instruction
University of Illinois at Chicago
1040 West Harrison St., UMC 147, Chicago, IL
60607
klawless@uic.edu
Copyright © 2002, ISTE (International Society for Technology
in Education).
All rights reserved.
| hypertext, interest, knowledge, navigation, technology |
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