학술논문
Efectos de las instrucciones de lectura sobre la comprensión y navegación de hipertextos en sujetos con bajo conocimiento de dominioEffects of reading instructions on low prior knowledge readers` navigation and conprehension in hypertext
Document Type
TEXT
Source
Subject
Language
Multiple Languages
Abstract
[ES]El objetivo de esta tesis ha sido analizar los efectos de las instrucciones de lectura en la comprensión y en la navegación de hipertextos. Para este fin se han desarrollado dos experimentos, poniendo a prueba diferentes tipos de instrucciones de lectura, y utilizando una muestra de estudiantes universitarios con bajo conocimiento de dominio sobre el tema tratado. Numerosas variables se han tenido en cuenta en este proyecto, como la memoria de trabajo, el formato del texto (hipertexto vs. texto en papel) y una serie de variables relativas al diseño hipertextual. Todo ello para tratar de analizar el comportamiento lector de una forma abarcadora y realista. Los resultados sugieren que los sujetos con bajo conocimiento de dominio utilizan una estrategia de lectura básica independientemente de las instrucciones, logrando ser más estratégicos sólo cuando se utilizan estrategias de lectura muy específicas. También se aportan datos de que estos sujetos pueden navegar hipertextos sin desorientarse, siempre que se ponga especial cuidado en el diseño de los materiales, y que pueden lograr un rendimiento similar al de sujetos realizando las mismas tareas con textos tradicionales. Se discuten las repercusiones educativas de estos resultados, así como algunas sugerencias para futuras investigaciones en hipertexto.
[EN]The goal of this thesis is to analyze the effects of reading instructions on hypertext navigation and comprehension. To this end, we conducted two experiments analyzing different types of reading instructions, using a sample of low domain knowledge university undergraduate students. We took in account many variables in this research, such as working memory capacity, text format (hypertext vs. paper text) and several hypertext design features, with the purpose of analyzing the reading behaviour in a realistic and comprehensive way. Our results suggest that low domain knowledge readers use a basic reading strategy regardless of the instructions given, and they only implement more strategic behaviours when the instructions are very specific. Also, the data indicates that these subjects can navigate a hypertext with no disorientation problems. As long as some design features are implemented, low domain knowledge readers can achieve a similar performance in hypertext than in traditional texts. We discuss the educational implications of these results, and we offer some suggestions for future research on the topic.
[EN]The goal of this thesis is to analyze the effects of reading instructions on hypertext navigation and comprehension. To this end, we conducted two experiments analyzing different types of reading instructions, using a sample of low domain knowledge university undergraduate students. We took in account many variables in this research, such as working memory capacity, text format (hypertext vs. paper text) and several hypertext design features, with the purpose of analyzing the reading behaviour in a realistic and comprehensive way. Our results suggest that low domain knowledge readers use a basic reading strategy regardless of the instructions given, and they only implement more strategic behaviours when the instructions are very specific. Also, the data indicates that these subjects can navigate a hypertext with no disorientation problems. As long as some design features are implemented, low domain knowledge readers can achieve a similar performance in hypertext than in traditional texts. We discuss the educational implications of these results, and we offer some suggestions for future research on the topic.