Domain expertise and knowledge acquisition from “nonlinear” expository text
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This article examines some important theoretical issues with regard to how nonlinear text structures of the kind embodied in hypertext might affect learning. Empirical results showing that well-structured nonlinear texts are as effective as conventional linear ones for learning factual information and that they can enhance inferential reasoning are presented and discussed. It is suggested that using a graphic device called a “conceptual map” to represent the relationships between text concepts can help the reader form a coherent view of the textual information and constrain nonlinear reading to useful juxtapositions of text units.
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论文评审过程:Available online 28 May 2002.
论文官网地址:https://doi.org/10.1016/0747-5632(94)90030-2