Novices' need for exploration: Effects of goal specificity on hypertext navigation and comprehension

Abstract

The present study examines the effects of general, medium specificity, and specific instructions on hypertext navigation and comprehension scores. Undergraduate students (N ¼ 45) were assigned to the different hypertext conditions, and navigation patterns were extracted through cluster analysis. Control subjects (N = 45) performed the same tasks, but using paper texts. Our results suggest that novices are only affected by the specificity of instructions after an exploration phase. Also, an ANOVA showed no significant differences in comprehension scores across conditions, supporting the fact that hypertext comprehension is directly affected by navigation paths. Implications for research and education are discussed.