Navigation and Ownership for Learning in Electronic Texts: An Experimental Study.
Armitage U., Wilson, S. and Sharp, H. (2004), Electronic Journal of E-Learning, 2(2): http://www.ejel.org/volume-2/vol2-issue1/issue1-art17.htm
Feelings of ownership for learning are an important part of the learning process and should be encouraged in e-Learning environments. This paper presents two experimental studies investigating the effects of navigation aids on ownership for learning with electronic texts. Experimental findings revealed that designers should not assume that allowing learners greater control over their navigation through higher navigational freedom, or the ability to create their own navigation aids, will increase feelings of ownership for learning with electronic texts. The results of these studies have implications for those designing navigation in educational electronic texts.

יורם עשת וניצה גרי: קריאה ביקורתית בטקסט מודפס מול טקסט דיגיטלי.

The expansion of information resources in recent years challenges consumers with the need to employ critical thinking skills in reading news. Moreover, the co-existence of both printed and digital resources poses questions as to the ability of users to read news critically in multiple representation formats: the traditional printed and the digital, hypermedia-based newspaper formats. This research compares the critical ability of reading news in a print and a digital format, by two age-groups: high-school and college students. A variety of significant differences was found and is discussed in the paper. The most important finding is the better performance of the young participants (high school students) in reading digital news formats, and the better performance of the older participants (college students) in reading news in a print format. The paper discusses approaches for interpreting the results and for future studies. The Findings may provide designers, researchers and educators with useful guidelines for designing effective messages in the information age.