Abstract
Currently of great significance to the study of reading and text comprehension is the fact that learners now encounter many texts in digital formats. While making navigation decisions during reading digital texts, readers need to comprehend both the individual texts and the relationships among sources in the overall structure of the digital text environment. Prior knowledge and reading comprehension ability may impact the ways in which students are able to utilize the structure of the digital text system in order to navigate through the text content. This study further investigated the relationships among reading comprehension ability, prior content knowledge, navigation behaviors in a system of digital texts, and learning outcomes. We found no significant relationship between comprehension ability and navigation behaviors. Further, there were no significant relationships between prior knowledge and navigation or learning. Goal-relevant concept visits were positively related to coherent page transitions, and the proportion of time spent reading about goal-relevant concepts was significantly positively related to learning outcomes. We discuss these results in relation to some key areas for instruction, such as helping students to reflect on prior knowledge and plan their navigation strategies, and further research in terms of utilizing digital text structures to improve comprehension.
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