Thus, it is essential to explore learners' motivation in the hypertext learning process.
Alvermann (2002) addressed that it is essential for instructors to create opportunities for readers to manipulate information in the hypertext environment and engage learners in their own hypertext learning in order to enhance their motivation and academic performance.
Although hypertext fiction does contain text and links and does behave to a certain extent like a hypertext, links are sometimes used quite differently in literary hypertexts.
Using schema theory, hypertext fiction can be seen to "tune" (Rumelhart and Norman) a reader's existing hypertext narrative schema.
As described, the most basic property of hypertext is its capacity to create links within and among texts.
Moreover, hypertext inherently lends itself to inter-textual linking.
PROCESSES OF INFORMATION RETRIEVAL AND INFORMATION PROCESSING IN TEXT AND HYPERTEXT
What else does hypertext
literature offer the classroom?
Theoretically, the nonlinear structure of hypertext
should allow a
Indeed, publishing in electronic form the genesis of a pre-text allows us to raise the conceptual problems of the hypertext
in its aspect as an object to be (re)constructed; for example, we must decide on an organizational model, units of reference from which it will be possible to program pathways, and the hypertext
's formal and plastic representations.
In the next section we discuss whether hypertext
linking (either provided by instructors or generated by students) is likely to facilitate student learning in this way.
The second answer is that although hypertext
virtual shops may make use of pictures to illustrate a particular product on the page dedicated to that product, they do not usually use pictures in the navigation structure used to access the product pages.