Learning From Electronic Texts: Effects of Interactive Overviews for Information Access

• Published in: Cognition and instruction Vol. 13; no. 3; pp. 431 - 468
• Main Authors: Dee-Lucas, Diana, Larkin, Jill H.
• Format: Journal Article
• Language: English
• Published: Hillsdale, N.J Lawrence Erlbaum Associates, Inc 01-01-1995; Lawrence Erlbaum Associates
• Subjects: College Students; Electronic Text; Higher Education; Hypertext; Information access; Information representations; Interactive Courseware; Learning; Materials; Memory; Physics; Printing; Recall (Psychology); Text Organization; Text processing; Textual criticism; Usability
• ISSN: 0737-0008; 1532-690X
• DOI: 10.1207/s1532690xci1303_4

This research investigated the effects of structured and unstructured overviews on learning from electronic text. It compared review strategies and text representations developed for traditional continuous text and for electronic text with a structured overview (a hierarchically organized map of the text content) and an unstructured overview (a menu-like content listing). Both overviews produced better memory for text topics and better breadth of recall compared with traditional text. However, when readers lacked specific study goals, the unstructured overview produced a more fragmented knowledge structure. This suggests that minimally structured overviews may be better for specific learning tasks than for gaining familiarity with new topics. The structured overview was easier for readers to recall and use. It also increased the amount of review when readers lacked specific study goals, suggesting that the overview design influences the extent to which readers take advantage of the flexibility provided by electronic text overviews.