Abstract
The present study examines the effects of print and online presentations of a multiple document report on reader’s 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.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
