Hypermedia interface design: The effects of number of links and granularity of nodes

Abstract

This study examined the effects of the number of links and the granularity of nodes on students' information searching, learning performance, and attitude toward hypermedia sys- tems. The effects were compared in four different condi- tions: (a) larger nodes/fewer links; (b) larger nodes/more links; (c} smaller nodes/fewer links; and (d) smaller nodes/ more links and assessed using five different measures: gener- al and specific information searching tasks, multiple-choice questions, a written summary, and a Likert-scale question- naire. One hundred and four undergraduate and graduate stu- dents completed five tasks in the study. The results indicated the number of links had statistical sig nificant effects on students' learning performance and atti- tude toward hypermedia systems. The significant effects sig- nify a potential relationship between the number of links and cognitive overhead and/or disorientation. Possible causes may have been disruptive information processing and cogni- tive overlaod occurred in the reading process. Based on the findings, the study recommends fewer Jinks in a hypermedia instructional system when learning, especially reading com- prehension, is involved, task analysis in designing hyperme- dia systems, and the use of link-filtering systems in hyperme- dia systems. The study suggests further studies in hyperme- dia system design, especially the number of links and granu- larity of nodes, and their relationship with cognitive overload and/or disorientation.