Cognitive load in hypermedia reading comprehension: Influence of text type and linearity

In this paper the assumption of cognitive overhead in hypermedia learning is specified by cognitive load theory. This analysis is based on different types of cognitive load, the dimension of linearity/non-linearity as well as text characteristics. We propose a model stating that extraneous cognitive load in hypermedia learning is basically determined by the interaction of text presentation format (linear/non-linear) with text type (text with and without narrative structures). This assumption was tested by means of a 2 × 2 experimental design. Sixty participants completed a computer-based learning program that contained a narrative text or an encyclopaedia text in either linear or non-linear presentation format. Results confirm the suggested interaction hypothesis postulating that non-linear information presentation of narrative text structure increases cognitive load and decreases knowledge acquisition. However, for encyclopaedia text participants’ knowledge acquisition was not affected by linear or non-linear presentation format. Furthermore, results suggest a cross-validation of cognitive load measures and propositional analysis.