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Therefore, it is important for EFL instructors to consider how to structure a learning atmosphere in which thinking about what occurs during hypertext reading can lead to better learning outcomes (Anderson, 2003).
As revealed by Chun (2001), hypertext readers have the freedom to progress through a text and choose their own order of annotation based on their preference.
As a means of explaining hypertext reading, Foltz, proposes that a "narrative schema" can explain how readers approach hypertexts as a particular type of text.
While hypertexts are usually organized associatively and work in the digital humanities shows that readers have learned to expect this kind of organization in most hypertext systems, including most websites, literary forms of hypertext do not always adhere to the hypertext "narrative schema.
The problem of reader disorientation is a concern that commonly emerges in the hypertext environment.
CFT and the integration of hypertext learning resources into a broader learning context represent two major approaches of hypertext learning applications and underlying research.
Once I provide my students with a description of hypertext novels similar to the one just offered (with a visual demonstration of StorySpace), they have more, and valid, questions.
web-based learning systems is the use of hypertext.
Hypertext is an innovative field where designs that deal with this structural aspect are still taking their first halting steps.
Further, our study is also the first in any field to assess whether student-generated hypertext linking can foster greater learning than instructor-provided linking.
Rather than creating a series of pages with hypertext links from navigational phrases such as "next step" or "previous step," it is more effective to create links from important terms or concepts requiring further elucidation.
Some research has attempted to expose the consequences of using spatial metaphors in hypertext environments.