Walhout, J. ; Brand-Gruwel, S. ; Jarodzka, H. ; van Dijk, M. ; de Groot, R. ; Kirschner, P. (2015) Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud? Computers in Human Behavior, 46, pp. 218-227. DOI: 10.1016/j.chb.2015.01.025
In an effort to understand the dynamics of processing hypertext better, researchers in The Netherlands studied 60 tenth-grade students (24 boys/36 girls) to determine what different navigational supports (a hierarchical menu vs. a tag cloud) and task complexities (fact-finding vs. information-gathering) revealed about learning and processing of information. Research demonstrated no significant gender advantages, though boys processed more pages faster which did not result in greater accuracy. Tag clouds yielded more accurate answers, though longer processing time on the navigational support to get to the answers, with fewer revisited pages, demonstrating a more focused and productive pathway to learning.
This study is a blend of solid data and conjecture. The research model is conducted with sound practices in an environment which seems to avoid any possible biases. The data collected is concrete, utilizing high-end, eye tracking hardware and robust analysis. While the data is clear, it does not reveal the reason for discrepancies, which leads to conjecture. Some observations were logically drawn, such as the analysis that more unique pages being visited for fact-finding revealed the practice of scanning for data, whereas more time spent on text pages for information-gathering indicated reading. Ultimately, the conclusion that “use of tag clouds may lead to focused page selections and better processing” (225) was valuable.
This research presents a step in the direction of defining best practices for the design of hypertext learning environments (HLEs), which represent an evolution in reading for the digital age. Hypertext’s non-linear format improves speed of access to information for the generation raised with Google, whose 20-year anniversary was this week. Quick searches yield answers without in-depth study. While this is not optimal for all situations, especially those requiring critical thinking, it brings varied and rich sources of information to learners who are best able to judge their own needs. Accessibility is an exceptional asset for young learners to be able to discover answers on their own.
Teacher Takeaways
Learners in the 21st century excel at and are empowered by non-linear information flow, including hyper-text learning, but still need to develop important skills for managing the flow of data, making decisions regarding the process, and curating data from wide-ranging sources.
EmpowerED 