Disorientation can occur in linear and non-linear text. When the level of disorientation is low, the learner does not need to plan navigation which causes little to no ECL.

Disorientation Increases Cognitive Load

Definition of Disorientation: Disorientation is a consequence of unstructured text. Examples may be missing paragraphs, missing headings, complex sentence structures, complex connections in hypertext. 


Johns Hopkins University

Extraneous cognitive load in hypermedia learning is determined by the interaction of presentation format (linear/non-linear text) with text type (narrative text or encyclopedia text). Results suggests that non-linear information presentation of narrative text structure increases cognitive load and decreases knowledge acquisition; no significant difference found for different presentation formats of encyclopedia text. 

Cognitive Load in Hypermedia

Zumbach, J., & Mohraz, M. (2008). Cognitive load in hypermedia reading comprehension: Influence of text type and linearity. Computers in human behavior, 24(3), 875-887.

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

Linear text should always be easier to navigate than non-linear text, because non-linear text always adds mental effort in navigation.

Claim on Ease of Navigation of Linear Text based on Reasoning from CLT and Common Sense

If a schema can be activated, then a learner will not face overhead in extraneous cognitive load. This explains why disadvantages of some hypertext resources disappear for learners with some prior knowledge. 

Schema Lowers Extraneous Load for Hypertext

Disorientation and Cognitive Load

Unlike the UX research experiment, the difference between the two types of presentation format lies in the linking method between the nodes--linear linking against associative linking. The nodes are consistently large (paragraphs, like that in the hybrid map).

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