Inmaculada Fajardo

Reading Strategies and Hypertext Comprehension

The literature on assessing the cognitive processes involved in hypertext comprehension during the past 15 years has yielded contradictory results. In this article we explore a possible factor affecting this situation, mainly the fact that previous works did not control for the potential effects on comprehension of reading strategies in hypertext. In Experiment 1, results showed that reading strategies selectively affect the textbase and the situation model level. The number of different nodes read mainly affected the textbase, whereas the reading order influenced the situation model. In Experiment 2, the analysis of reading strategies replicated the effect of knowledge and coherence found in the literature on linear text comprehension (McNamara & Kintsch, 1996), but it was not replicated in hypertext. Low-knowledge participants learned more by following a high coherent reading order, whereas high-knowledge participants learned more by reading the hypertext in a low-coherence order. We discuss the theoretical and methodological consequences of this approach for the study of hypertext comprehension.

The use of guidelines to automatically verify Web accessibility

Accessibility is one of the key challenges that the Internet must currently face to guarantee universal inclusion. Accessible Web design requires knowledge and experience from the designer, who can be assisted by the use of broadly accepted guidelines. Nevertheless, guideline application may not be obvious, and many designers may lack experience to use them. The difficulty increases because, as the research on accessibility is progressing, existing sets of guidelines are updated and new sets are proposed by diverse institutions. Therefore, the availability of tools to evaluate accessibility, and eventually repair the detected bugs, is crucial. This paper presents a tool, EvalIris, developed to automatically check the accessibility of Websites using sets of guidelines that, by means of a well-defined XML structure, can be easily replaced or updated.

Do graphical overviews facilitate or hinder comprehension in hypertext

Educational hypertexts usually include graphical overviews, conveying the structure of the text schematically with the aim of fostering comprehension. Despite the claims about their relevance, there is currently no consensus on the impact that hypertext overviews have on the readers comprehension. In the present paper we have explored how hypertext overviews might affect comprehension with regard to (a) the time at which students read the overview and (b) the hypertext difficulty. The results from two eye-tracking studies revealed that reading a graphical overview at the beginning of the hypertext is related to an improvement in the participants comprehension of quite difficult hypertexts, whereas reading an overview at the end of the hypertext is linked to a decrease in the students comprehension of easier hypertexts. These findings are interpreted in light of the Assimilation Theory and the Active Processing model. Finally, the key educational and hypertext design implications of the results are discussed.

Improving deaf users' accessibility in hypertext information retrieval: are graphical interfaces useful for them?

This paper explores the effect of substituting textual links for graphical ones on the performance of deaf signers in hypertext information retrieval (HIR). Both deaf and hearing users found more targets, were faster and became less disoriented in the verbal hypertext interface than in the graphical one. Deaf users were outperformed by hearing users in all conditions except in short paths with the graphical interface. The results and its applied consequences, which would be also relevant to other users with similar problems than those of deaf signers (elderly people, people with dyslexia, people navigating in a website using a foreign language or people with low literacy) are discussed in relation to the CoLiDeS model of web interaction (Kitajima et al. 2000) and to the overgeneralisation of ‘Picture superiority effect’ (Nelson et al. 1976).

An ontology for description of emotional cues

There is a great variety of theoretical models of emotions and implementation technologies which can be used in the design of affective computers. Consequently, designers and researchers usually made practical choices of models and develop ad-hoc solutions that sometimes lack flexibility. In this paper we introduce a generic approach to modeling emotional cues. The main component of our approach is the ontology of emotional cues. The concepts in the ontology are grouped into three global modules representing three layers of emotions’ detection or production: the emotion module, the emotional cue module, and the media module. The emotion module defines emotions as represented with emotional cues. The emotional cue module describes external emotional representations in terms of media properties. The media module describes basic media properties important for emotional cues. Proposed ontology enables flexible description of emotional cues at different levels of abstraction. This approach could serve as a guide for the flexible design of affective devices independently of the starting model and the final way of implementation.

Are expert users always better searchers? Interaction of expertise and semantic grouping in hypertext search tasks

The facilitative effect of expertise in hypertext information retrieval (IR) tasks has been widely reported in related literature. However, recent theories of human expertise question the robustness of this result, since previous works have not fully considered the interaction between user and system characteristics. In this study, the constraint attunement hypothesis (CAH) is considered in order to predict that the effect of expertise in IR would appear only when the user and system characteristics can be combined successfully. Results from an experiment revealed that expert users outperformed novice users in IR when the elements of a system interface are organized semantically, but not when organized randomly. Results are discussed in the framework of the CAH supporting the interactive nature of human behaviour in HCI.

Towards text simplification for poor readers with intellectual disability: when do connectives enhance text cohesion?

Cohesive elements of texts such as connectives (e.g., but, in contrast) are expected to facilitate inferential comprehension in poor readers. Two experiments tested this prediction in poor readers with intellectual disability (ID) by: (a) comparing literal and inferential text comprehension of texts with and without connectives and/or high frequency content words (Experiment 1) and (b) exploring the effects of type and familiarity of connectives on two-clause text comprehension by means of a cloze task (Experiment 2). Neither the addition of high frequency content words nor connectives in general produced inferential comprehension improvements. However, although readers with ID were less likely to select the target connective in the cloze task than chronologically age-matched readers (mean age=21 years) in general, their performance was affected by the type of connective and its familiarity. Familiarity had a facilitative effect for additive and contrastive connectives, but interfered in the case of temporal and causal connectives. The average performance of a reading level-matched control group (typically developing children) was similar to the group of readers with ID although the pattern of interaction between familiarity and type of connectives varied between groups. The implications of these findings for the adaptation of texts in special education contexts are discussed.

Scanning and Deep Processing of Information in Hypertext: An Eye Tracking and Cued Retrospective Think-Aloud Study.

When students solve problems on the Internet, they have to find a balance between quickly scanning large sections of information in web pages and deeply processing those that are relevant for the task. We studied how high school students articulate scanning and deeper processing of information while answering questions using a Wikipedia document, and how their reading comprehension skills and the question type interact with these processes. By analyzing retrospective think-aloud protocols and eye-tracking measures, we found that scanning of information led to poor hypertext comprehension, while deep processing of information produced better performance, especially in location questions. This relationship between scanning, deep processing, and performance was qualified by reading comprehension skills in an unexpected way: Scanning led to lower performance especially for good comprehenders, while the positive effect of deep processing was independent of reading comprehension skills. We discussed the results in light of our current knowledge of Internet problem solving.

An Expert-Based Usability Evaluation of the EvalAccess Web Service

The activities developed by means of Internet have rapidly increased in the last years. Most of the Internet success is due to the proliferation and popularization of the information and services provided through web sites. However, many web pages have been designed without having in mind that there may be people, devices and even browsers that can not access them. A number of initiatives have been developed to prevent web accessibility barriers, including the accessibility laws promulgated by diverse countries-such as the Section 508 in the USA-. There are also independent institutions that have compiled accessible design guidelines, some of them with great influence in the design of accessible web pages. In particular, the best known ones are the guidelines compiled by the Web Accessibility Initiative (WAI), which is part of the Web Worldwide Consortium (W3C) [1]. All these initiatives specify and regulate the characteristics that universal accessible web sites must have. However, these efforts are not enough if the developers are not provided with tools that support universal design. EvalAccess1 is a tool that automatically evaluates the accessibility of web pages. It is an evolution of the EvalIRIS tool that was developed within IRIS European project [2]. EvalAccess allows verifying whether a web page -or a web sitesatisfies a particular set of guidelines in order to determine its accessibility. WAI accessibility guidelines are habitually used, but EvalAccess can evaluate the compliance with any other set of guidelines if they are specified using a specifically designed XML-schema.

The Role of Working Memory and Long Term Memory in Deaf Users’ Hypertext Navigation: Review of Guidelines for Web Accessibility

Important tasks performed in hypertext such as information retrieval or comprehension of texts are strongly related to memory process functioning, more exactly, to working memory and long term memory functioning. These two processes work in a peculiar way for deaf users. In this document, we discuss the validity of the existing web accessibility guidelines for people with deafness in contrast to our own empirical work in the web environment with these kinds of users, and according to literature reviews concerning memory process in the deaf and in hypertext interaction.