Macedo-Rouet, M., Rouet, J., Epstein, I., & Fayard, P. (2003). Effects of online reading on popular science comprehension. Science Communication, 25(2), 99-128.

Macedo-Rouet, M.;Rouet, J.;Epstein, I.;Fayard, P.

2003

Macedo-Rouet, M., Rouet, J., Epstein, I., & Fayard, P. (2003). Effects of online reading on popular science comprehension. Science Communication, 25(2), 99-128.

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The present study examines the effects of print and online presentations of a multiple document report on readers' comprehension, perception of cognitive load, satisfaction, and attention. We hypothesized that users of online media would show poorer results compared with print users. An experimental protocol was used to assess readers' performance using print and online versions of a popular science magazine report. Hypertext led to higher perceived cognitive load and poorer comprehension of the complementary documents. The results suggest that presenting graphics in long hypertexts increases effort and reduces text legibility. The present data offer support for theories of disorientation and cognitive load in hypermedia learning.

The overall level of comprehension in the control group was rather low, indicating that reading the materials was necessary to answer the questions correctly. In the hypertext condition the comprehension level was lower than in the print condition. But for questions relative to the main text, the hypertext users didn't score lower. Participants with a higher level of prior knowledge were better able to answer questions either after reading the hypertext or before reading the print version.

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