Each hypertext consisted of one passage containing seven links. The passages were each around 500 words and the nodes were around 90 words in length. However, only the hypertexts on information processing and cognitive constructivism contained leads that were around 10 words. These texts had a Flesch score of 35, as the subjects were college students. 


A hypertext presentation system was utilized to to design nodes and prevent any tangents from what is supposed to be studied (i.e. no external links). The leads were formatted in the form of pop-ups for the passages.

Format of hypertexts chosen

Four hypertexts that were based on a different learning theory (behaviorism, information processing, cognitive constructivism, and social constructivism) were selected for the study. The study aimed at measuring reading ability, metacognitive awareness, prior knowledge, cognitive load, and learning performance. 

Michigan State University

22 students who were majoring in an education related field were selected for the study. Interpersonal differences were controlled for by use of EEGs. This yielded subjects who were right-handed females between the ages of 18 and 23 without any known brain disorders. Half of the subjects were from a low or middle socioeconomic class, and the other ten subjects were from higher income households. Many of them had varying ways of reading online texts.

Subjects selected to test the impact of leads in hypertexts on cognitive load

Antonenko, P. D., & Niederhauser, D. S. (2010). The influence of leads on cognitive load and learning in a hypertext environment. Computers in Human Behavior, 26, 140-150. doi:lO.l016/j.chb.2009.lO.0I4


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