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Effective Computer-mediated Communication Using Hypertext: Introducing Expanding Hypertext--Are They Adventurous?
Unformatted Document Text:  Effective Computer-mediated Communication Using Hypertext 10 individual differences in navigation. Each individual develops different strategies to acquire and organize information. Individuals have shown different navigation patterns, influencing their performance in using hypertext (Britt, Rouet, & Perfetti, 1996; MacGregor, 1999; Last, O’Donnell, & Kelly, 1998). Individuals with different cognitive profiles demonstrate different navigational strategies. MacGregor (1999) studied the influence of three cognitive attributes (prior knowledge, need for cognition, and a sense of efficacy) on navigation performance. He identified three different profiles based on similar levels of prior knowledge, need for cognition, and self-efficacy: Sequential Studier (SS), Video Viewer (VV), Concept Connector (CC). The SS style was characterized by sequential access to nodes on the screen, usually from left to right or top to bottom. It appears that the goal of the SS is to cover the material thoroughly and this type of user focuses on the textual components of the system (MacGregor, 1999). Since this study was highly qualitative and done with only 10 seventh- and eleventh-grade students, the results should be interpreted carefully. However, Britt, Rouet, and Perfetti (1996) also noticed that some students tended to navigate a presentation passively in the order provided although they were told to select the documents freely with a given time limit. It appears that some individuals might prefer or get used to reading a text in a sequential manner regardless of text format. The VV style was characterized by a primary interest in the video nodes (MacGregor, 1999). Individuals in this group showed little evidence of cross-linking, integration, and use of resources or the graphic gauges and very little reading of the textual objects. It appears that the goal of the VV is to achieve thrills and stimulation via visual stimuli and they seem motivated by the novelty provided in some of the video clips (MacGregor, 1999). The CC style of navigation reflected the learners’ interest in or need for further

Authors: Lee, Moon.
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Effective Computer-mediated Communication Using Hypertext
10
individual differences in navigation. Each individual develops different strategies to
acquire and organize information. Individuals have shown different navigation patterns,
influencing their performance in using hypertext (Britt, Rouet, & Perfetti, 1996; MacGregor,
1999; Last, O’Donnell, & Kelly, 1998).
Individuals with different cognitive profiles demonstrate different navigational
strategies. MacGregor (1999) studied the influence of three cognitive attributes (prior
knowledge, need for cognition, and a sense of efficacy) on navigation performance. He
identified three different profiles based on similar levels of prior knowledge, need for
cognition, and self-efficacy: Sequential Studier (SS), Video Viewer (VV), Concept
Connector (CC).
The SS style was characterized by sequential access to nodes on the screen, usually
from left to right or top to bottom. It appears that the goal of the SS is to cover the material
thoroughly and this type of user focuses on the textual components of the system
(MacGregor, 1999). Since this study was highly qualitative and done with only 10 seventh-
and eleventh-grade students, the results should be interpreted carefully. However, Britt,
Rouet, and Perfetti (1996) also noticed that some students tended to navigate a presentation
passively in the order provided although they were told to select the documents freely with a
given time limit. It appears that some individuals might prefer or get used to reading a text in
a sequential manner regardless of text format.
The VV style was characterized by a primary interest in the video nodes (MacGregor,
1999). Individuals in this group showed little evidence of cross-linking, integration, and use
of resources or the graphic gauges and very little reading of the textual objects. It appears that
the goal of the VV is to achieve thrills and stimulation via visual stimuli and they seem
motivated by the novelty provided in some of the video clips (MacGregor, 1999).
The CC style of navigation reflected the learners’ interest in or need for further


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