Effects of Interruptions on Readers’ Actual and Perceived Reading Performance in Hypertext

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DeStefano, D., Pyke, A., Rutledge-Taylor, M.F. & LeFevre, J.A. (2005). Effects of Interruptions on Readers’ Actual and Perceived Reading Performance in Hypertext. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1694-1701). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20320.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
Montreal, Canada
June 27, 2005
ISBN 1-880094-56-8
  Piet Kommers & Griff Richards
AACE

More Information on EDMEDIA
Table of Contents

Authors

Diana DeStefano, Aryn Pyke, Matthew F. Rutledge-Taylor, Jo-Anne LeFevre, Carleton University, Canada

Abstract

Hypertext presentation may change the way that people process and experience text. The effects of alternative text presentations were tested in two experiments with university undergraduates. In Experiment 1, texts on familiar and unfamiliar topics were presented either on a single screen or with each paragraph in a separate window. Fragmenting the text into windows did not affect reading comprehension, but enhanced participants' enjoyment of reading. In Experiment 2, participants clicked on embedded links that led either to images that were related to the text, or to grayed-out images. Interrupting reading with links did not affect reading comprehension or speed, but affected participants' subjective experiences. Participants reported that interruptions with grayed-out images lessened their enjoyment of reading, made it more difficult to integrate the text, and interfered with comprehension. Our results point to the importance of using multiple measures to understand the impact of hypertext on cognitive processes in reading.

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