Abstract
A text in hypertext format is a database of text units without any pre-defined order. Concepts maps, text links, and other navigation tools enable the user to explore the database. This study explored the conditions for making hypertext a better study environment than a traditional linear text. Two tasks were investigated: an open exam preparation task and a closed search task. Within the context of the latter task the influence of the student's learning style was traced. For open study tasks, like preparing for an examination, hypertext does not provide clear advantages over a linear text with a table of contents and an index. The first experiment showed that in the hypertext condition more time was spent on actually studying text units explaining important topics. However, there was no increase in text comprehension as compared with a linear text condition. The potential advantages of hypertext may be better utilized in closed search tasks, in which an answer to a particular question has to be found. Because hypertext puts heavier cognitive demands on the student, the quality of the learning style of the student is crucial to success. In the second experiment, we found that both deep processing students and surface processing students were able to find a requested text unit in a hypertext unit in a hypertext database, provided that their regulation style matches their processing style. That is, deep processing students should act on the basis of internal control, whereas surface processing should seek external guidance. The availability of local navigation facilities (like text links or facilities for full text search) contributes to the usability of hypertext, in particular for those users who prefer a surface processing style. However, because surface processing students are vulnerable to losing track, they need external guidance to support their search attempts.
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