The Effect of Hypertext Annotation Presentation Formats on Perceived Cognitive Load and Learner Control

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Yao, Y. & Gill, M. (2009). The Effect of Hypertext Annotation Presentation Formats on Perceived Cognitive Load and Learner Control. Journal of Interactive Learning Research, 20(3), 359-373. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26280.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 20, Issue 3, July 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Yuanming Yao, Bethune Cookman University, USA; Michele Gill, University of Central Florida, USA

Abstract

The impact of hypertext presentation formats on learner control and cognitive load was examined in this study using Campbell and Stanley's (1963) Posttest Only Control Group design. One hundred eighty-six undergraduate students were randomly assigned to read a web-based text with no annotations, online glossary annotations, embedded annotations, rollover annotations, or annotations with multiple formats. One of the findings from this study is that the embedded annotation presentation format was ranked the lowest in learner control among the different presentation formats; that is, embedded annotation seemed to provide less control or choices to students in accessing annotations. Moreover, a negative relationship was revealed between the overall cognitive load and learner control as generated by different annotation presentation formats.

Keywords

• Educational Technology
• eLearning
• Instructional Design
• Instructional Materials
• Interaction

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