The Effects of the Formats of Navigation Interface on Web-based Materials in Cognitive Load and Reading Process

• Main Authors: Chao-Jung Chen, 陳兆嶸
• Other Authors: Han-Chin Liu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/16435200090086778661

碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 100 === This study aimed to explore the effect of different types of navigation for a hypertext reading environment on learners’ cognitive load, learning achievement, instructional efficiency, and reading processes. Three types of navigation namely, "hierarchical", "network ", and "list" were used in this study.Thirty-four non-science major college students participated in this study, and they were randomly assigned to each group. Participants’ eye movements on the "navigation interface"and"subject contents" were recorded. Students’ response time for acolor-changing secondary task served as the measure of their cognitive load level. Post-test results were used to realize the effectiveness of student learning; thentranslatedto the cognitive load and learning outcomes of the instructional efficiency, through the eye tracker record of the learner in a "navigation interface" and "subject contents" the two lookzons fixation time. Through One-way ANOVAand effect size analysis, the study found that the types of navigationdid not have an impact on student cognitive load, the effectiveness of learning, and instructional efficiency. However, the "network " group was found to relies heavily on the guidance of the navigation interface while spent less time reading the "subject contents".For the lower strata of subject contents, "hierarchical" group was found to spend less time reading the navigation interface.The hierarchical design of navigation seemed to help learnersin clarifying the structure of the hypertext materials. In accordance to the findings of the study, suggestions and recommendations for interface design and for future studies were provided in this thesis.