Puntambekar, S., Stylianou, A., & Hubscher, R. (2003). Improving navigation and learning in hypertext environments with navigable concept maps. Human-Computer Interaction, 18(4), 395-428.
This research study investigated the impact of a navigable concept map on middle school students' hypertext navigation and learning outcomes. Students using navigable concepts maps to navigate a hypertext targeting physics concepts demonstrated more goal-relevant paths through the text than did peers navigating with an index and performed significantly better on an essay test requiring them to make connections between concepts in the text.
Bergman, O. (1999). Wait for me! Reader control of narration rate in talking books. Reading Online, October. [link to article].
This quantitative research study of readers in grade 1 found that students reading while listening to an audio recording benefited significantly from the ability to adjust the narration rate. All readers in the sample significantly improved text reading accuracy, but poor readers improved the most.
Hofman, R., & van Oostendorp, H. (1999). Cognitive effects of a structural overview in a hypertext. British Journal of Educational Technology, 30(2), 129.
College students read a hypertext under two conditions, with topics presented as a list or as a structural overview (a schematic showing cause and effect relations between the sections, labeled by headings). Comprehension of the main points in the text was equivalent in the two cases. There was a small decrease in inferential comprehension for readers with low prior knowledge of the topic using the structural overview, suggesting that a structural overview may interfere with the inferential comprehension of low prior knowledge readers.
Mazer, B. (2003). Validation of the assessment of computer task performance for children. Technology and Disability, 15(1), 35-43.
Computers are often an important component of community integration for children with physical impairments; however, an accurate measure of functional computer ability is unavailable for those unable to normally access computers. This study aims to evaluate the psychometric properties of the Assessment of Computer Task Performance (ACTP), including test-retest reliability, construct validity, internal consistency, and discriminative validity. Participants were children with (n = 24) and without (n = 20) physical impairments, aged 4–13 years, who were experienced computer users. They were tested by a trained occupational therapist in either their home or school using the writing and pointer tasks of the ACTP. The test-retest reliability for the majority of tasks was high (ICC = 0.60-0.95), construct validity was strong, but internal consistency ranged from moderate to poor. Children with impairments took significantly longer to complete almost all computer tasks compared to the unimpaired group indicating good discriminative validity of the tasks. The ACTP provides therapists with an accurate measure to improve the delivery of computer access services for children. Future studies are needed to improve the test, particularly by including additional pointer tasks and by developing age-specific norms.
Shin, E. C., Schallert, D. L., & Savenye, W. C. (1994). Effects of learner control, advisement, and prior knowledge on young students' learning in a hypertext environment. Educational Technology Research & Development, 42(1), 33-46.
Shin and colleagues compared student performance when working with 4 versions of the same hypermedia text differing with respect to the navigation options and level of advisement on how to navigate. Results show that limiting the available paths through a hypertext environment may improve learning of the subject matter for students with low prior knowledge.