[1]
Incidental learning of links during navigation: the role of visuo-spatial
capacity
/
Rouet, Jean-François
/
Vörös, Zsofia
/
Pléh, Csaba
Behaviour and Information Technology
2012-01
v.31
n.1
p.71-81
© Copyright 2012 Taylor and Francis Group, LLC
Summary: We investigated the impact of readers' visuo-spatial (VS) capacity on their
incidental learning of page links during the exploration of simple hierarchical
hypertextual documents. Forty-three university students were asked to explore a
series of hypertexts for a limited period of time. Then the participants were
asked to recall the layout and the contents of the pages. We found that low VS
capacity readers had more difficulty recalling the links located at a deeper
level in the page hierarchy. A content map included in half the trials had a
limited effect on recall accuracy. We conclude that reading networked digital
documents taps VS working memory, possibly due to readers? attempts to
construct a topological representation of the network that coexists with the
semantic representation of the contents.
[2]
Effect of high-level content organizers on hypertext learning
/
Vörös, Zsofia
/
Rouet, Jean-François
/
Pléh, Csaba
Computers in Human Behavior
2011-09
v.27
n.5
p.2047-2055
Keywords: Navigation
Keywords: Hypertext learning
Keywords: Content organizer
Keywords: Mental map
© Copyright 2011 Elsevier Ltd.
Summary: This study investigates the cognitive abilities involved in hypertext
learning and design approaches that can help users. We examined the effects of
two types of high-level content organizers -- a graphic spatial map and an
alphabetical list -- on readers' memory for hypertext structure. In the control
condition, a simple "home" page with no navigational aid was offered. Subjects
were asked to read the hypertext with the purpose of learning the content, but
in the post test phase they also had to recall the layout of nodes and links.
Memory for links and page places varied as a function of condition. When a
spatial map was available participants reconstructed more accurate formal
structure then in the two other conditions. Participants' memory about page
places was the least accurate in the list condition. Results also indicate that
participants use the content organizer when it is available in order to
orientate during learning from hypertext documents.
Our results prove that a content organizer showing the formal structure can
facilitate the spatial mapping process. However, an organizer exposing a
different structure than the real one would generate a conflict.
[3]
Information problem solving instruction: Some cognitive and metacognitive
issues
/
Lazonder, Ard W.
/
Rouet, Jean-François
Computers in Human Behavior
2008-05
v.24
n.3
p.753-765
© Copyright 2008 Elsevier Ltd.
Summary: Children, teenagers, and adults abundantly use the Web to search for
information. Yet this high frequency of use stands in marked contrast with the
users' relatively low awareness and mastery of metacognitive skills to search
the Web effectively and efficiently. This paper provides a review of five
different studies that sought to overcome these skill deficiencies by various
kinds of instructional and environmental support. Following a discussion on the
use of cognitive models of the search process in designing Web searching
instruction and support, the studies' findings are considered in view of their
aim and approach in supporting metacognition.
[4]
Effect of modality on collaboration with a dialogue system
/
Bigot, Ludovic Le
/
Terrier, Patrice
/
Amiel, Virginie
/
Poulain, Gérard
/
Jamet, Eric
/
Rouet, Jean-François
International Journal of Human-Computer Studies
2007
v.65
n.12
p.983-991
Keywords: Collaboration; Human-computer dialogue; Grounding; Modality
© Copyright 2007 Elsevier B.V.
Summary: The aim of this study was to investigate the influence of modality on
collaboration processes between human and computer. Spoken and written
interactions with a natural language dialogue system were compared using two
real information-retrieval systems. In order to look for a restaurant
(Experiment 1) or plan a trip (Experiment 2), participants performed several
task-oriented dialogue scenarios. Although the spoken interaction mode was less
efficient, it promoted collaboration, the use of personal pronouns and the
literal form of the system's command utterances. Overall, in the written mode,
the emphasis was on the task and its performance, rather than on dialogue.
These findings are discussed with respect to the effect of communication mode
on collaboration in human-computer dialogue.
[5]
Mode and modal transfer effects on performance and discourse organization
with an information retrieval dialogue system in natural language
/
Bigot, Ludovic Le
/
Jamet, Eric
/
Rouet, Jean-François
/
Amiel, Virginie
Computers in Human Behavior
2006-05
v.22
n.3
p.467-500
© Copyright 2006 Elsevier Ltd.
[6]
Ordre des informations et effet de modalité pour une recherche de
restaurants
/
Bigot, Ludovic Le
/
Jamet, Éric
/
Rouet, Jean-François
/
Poulain, Gérard
Proceedings of the 2006 Conference of the Association Francophone
d'Interaction Homme-Machine
2006-04-18
p.83-89
© Copyright 2006 ACM
Languages: French
Summary: This study investigates the influence of interaction mode on the information
order in a human-computer natural dialogue. Spoken and written interactions
were compared using a real natural language information retrieval system. In
two experiments, participants performed several task-oriented dialogue
scenarios either with a phone or a Web interface. The goal was to locate
restaurants with specific characteristics among these present in a database. A
typical information order emerged for restaurant search (food type, location,
and price) whatever the dialogue mode. However, the amount of information was
higher in the written than in the spoken mode. The structure of utterances in
service dialogue appears to follow canonical ordering. This order can be used
for optimize the system feedback.
[7]
Asymétrie du transfert modal lors d'un dialogue personne-machine
/
Bigot, Ludovic Le
/
Botherel, Valérie
/
Jamet, Éric
/
Rouet, Jean-François
Proceedings of the 2005 Conference of the Association Francophone
d'Interaction Homme-Machine
2005-09-27
p.51-57
© Copyright 2005 ACM
Languages: French
Summary: The aim of this study was to explore modal transfer effect with the use of
retrieval information system. Forty-eight participants took part in a series of
twelve tasks with a dialogue system presented either in the written or the
spoken mode during the first six dialogues. The next six dialogues were then
presented either in the same interaction mode or in another mode. The analysis
of the results showed a changing of interaction mode reduced efficiency.
Moreover, beginning by oral mode had a positive effect on the next interactions
with both oral and written modes. The implications of the results are briefly
discussed depending modality effects on natural language dialogue interaction.
[8]
Locating Relevant Categories in Web Menus: Effects of Menu Structure, Aging
and Task Complexity
Human-centred computing : cognitive, social and ergonomic aspects
/
Rouet, J.-F.
/
Ros, C.
/
Jegou, G.
/
Metta, S.
Proceedings of the Tenth International Conference on Human-Computer
Interaction
2003-06-22
v.3
p.547-551
© Copyright 2003 Lawrence Erlbaum Associates
[9]
What was I looking for? The influence of task specificity and prior
knowledge on students' search strategies in hypertext
/
Rouet, Jean-Francois
Interacting with Computers
2003
v.15
n.3
p.409-428
Keywords: Domain knowledge; Hypertext; Information search; Question answering;
Strategy
© Copyright 2003 Elsevier Science Publishers
Summary: This study investigated the influence of task specificity and prior
knowledge on university students' search strategies and incidental learning of
a hypertext structure. Psychology and geography students were asked to search a
hierarchical hypertext from each domain in order to answer four content-related
questions. Question specificity (single vs. multiple target questions) was
manipulated. Search time and search patterns showed a limited influence of
discipline expertise on students' search strategies. However, strategies were
consistent within question types and participants. Moreover, participants had a
better incidental memory for the structure of the document in their specialty.
The results support a model of document search as a generalized process with a
limited influence of domain-related knowledge.
[10]
Effects of content representation and readers' prior knowledge on the
comprehension of hypertext
/
Potelle, Herve
/
Rouet, Jean-Francois
International Journal of Human-Computer Studies
2003
v.58
n.3
p.327-345
© Copyright 2003 Elsevier Science Publishers
Summary: This study investigated the role of various types of content representation
devices on the comprehension of an expository hypertext. We hypothesized that
hierarchical representations, but not network representations, may help low
prior knowledge students organize their representation of the text contents.
Forty-seven students with low or high prior knowledge in Social Psychology were
asked to read a hypertext using one of three content representations: a
hierarchical map, a network map and an alphabetic list. Then, the participants
performed a multiple choice comprehension task, a summary task and a concept
map drawing task. The hierarchical map improved comprehension for the low
knowledge participants at the global, but not at the local level. There was no
effect of content representation on the comprehension of high prior knowledge
students. We discuss the implications of these results for a theory of the
comprehension processes involved in reading hypertext.
[11]
EDITED BOOK
Hypertext and Cognition
/
Rouet, Jean-Francois
/
Levonen, Jarmo J.
/
Dillon, Andrew
/
Spiro, Rand J.
1996
p.184
Mahwah, New Jersey
Lawrence Erlbaum Associates
La Maison Hypertext.
+ Perfetti, C. A.
An Introduction to Hypertext and Cognition
+ Rouet, Jean-Francois
+ Levonen, Jarmo J.
+ Dillon, Andrew
+ Spiro, Rand J.
Studying and Learning With Hypertext: Empirical Studies and Their Implications.
+ Rouet, Jean-Francois
+ Levonen, Jarmo J.
Myths, Misconceptions, and an Alternative Perspective on Information Usage and the Electronic Medium.
+ Dillon, Andrew
Using Hypertext to Study and Reason About Historical Evidence
+ Britt, M. A.
+ Rouet, Jean-Francois
+ Perfetti, C. A.
Effects of Overview Structure on Study Strategies and Text Representations for Instructional Hypertext
+ Dee-Lucas, D.
Comprehension, Coherence, and Strategies in Hypertext and Linear Text
+ Foltz, Peter W.
Studying and Annotating Electronic Text
+ van Oostendorp, H.
Notes on Hypertext, Cognition, and Language
+ Esperet, E.
Text and Hypertext
+ Perfetti, C. A.
[12]
Documentation as part of design: exploratory field studies
/
Rouet, J.-F.
/
Deleuze-Dordron, C.
/
Bisseret, A.
Proceedings of IFIP INTERACT'95: Human-Computer Interaction
1995-06-25
p.213-218
© Copyright 1995 IFIP
[13]
Cognitive Processing of Hyperdocuments: When Does Nonlinearity Help?
Information Retrieval
/
Rouet, Jean-Francois
Proceedings of the Fourth ACM Conference on Hypertext
1992-11-30
p.131-140
© Copyright 1992 Association for Computing Machinery
Summary: This paper presents a review of empirical research on the cognitive
processing of nonlinear documents, with the purpose of understanding when and
how hypertext presentation might facilitate text comprehension and learning
activities. Empirical studies conducted so far have used various methods, and
focused on a wide range of populations, types of documents, and reading or
learning tasks. Although hypertext is generally associated with information
networks, a few interesting studies address the issues of computer assistance
to linear text comprehension. A second group of studies investigate the use of
nonlinear documents for general learning purposes. Although these studies are
mainly concerned with linear-nonlinear comparisons, some of them address the
effects of different design options. Finally, a third group of studies compare
information retrieval in linear versus nonlinear documents. Overall, there is
no consistent evidence for the advantage of hypertext over linear presentation
formats. Instead, the efficiency of nonlinear documents varies according to
(a) subjects' expertise (b) interface features and (c) task requirements. In
an attempt to provide an interpretative framework for these empirical findings,
the notion of cognitive monitoring is briefly outlined. I conclude with a few
implications for future hypertext research.
[14]
Learning to Read a Hypertext: A Cognitive Approach
/
Rouet, Jean-Francois
Proceedings of ACM Hypertext'91 -- Posters
1991-12-15
p.19
Summary: This study examined the learning and use of a simple hypertext system by
secondary school students. In the course of two training sessions, sixty
subjects aged 11 to 15 were asked to answer several series of questions varying
in explicitness and complexity, by searching a hypertext. We observed a
significant increase in the quality of answers / search time ratio.
Furthermore, subjects tended to devote a greater proportion of search time to
the selection process, but only for implicit or complex questions. It is
concluded that, in order to use a hypertext efficiently, inexperienced readers
have to build up specific reading strategies.
[15]
Interactive Text Processing by Inexperienced (Hyper-) Readers
Designing and Reading Hyperdocuments
/
Rouet, Jean-Francois
Proceedings of the ECHT'90 European Conference on Hypertext
1990-11-27
p.250-360
Keywords: Cognitive strategy, Instructional text, Interface organization, Orientation,
Training
© Copyright 1990 Cambridge University Press
Summary: This paper focuses on the development of cognitive strategies in secondary
school students, when learning to use electronic nonlinear documents. We study
the costs and benefits of learning through nonlinear texts, from a
psycholinguistic point of view. In the course of two experimental sessions,
148 11-12 and 13-14 year-old secondary school students were trained to use an
interactive text-presentation software. Parameters such as the expression of
relationships, selection marking, and pagination influenced both local and
global aspects of nonlinear reading. Training improved orientation strategies
at both academic levels. Implications of these results for the design of
instructional nonlinear documents are discussed.
