How to support learning from multiple hypertext sources
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Updated: Jun 21, 2026

Visualizing Hyporheic Flow Through Bedforms Using Dye Experiments and Simulation
Published on: November 18, 2015
Anja B Naumann1, Ina Wechsung, Josef F Krems
1Deutsche Telekom Laboratories, Berlin University of Technology, Berlin, Germany. anja.naumann@telekom.de
Abstract:
In the present study, we investigated three factors that were assumed to have a significant influence on the success of learning from multiple hypertexts, and on the construction of a documents model in particular. These factors were task (argumentative vs. narrative), available text material (with vs. without primary sources), and presentation format (active vs. static). The study was conducted with the help of the combination of three tools (DEWEX, Chemnitz LogAnalyzer, and SummTool) developed for Web-based experimenting. The results show that the task is the most important factor for successful learning from multiple hypertexts. Depending on the task, the participants were either able or unable to apply adequate strategies, such as considering the source information. It was also observed that argumentative tasks were supported by an active hypertext presentation format, whereas performance on narrative tasks increased with a passive presentation format. No effect was shown for the type of texts available.
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