{'fraction_non_alphanumeric': 0.01429081814933905, 'fraction_numerical': 0.004287245444801715, 'mean_word_length': 5.008583690987124, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Evaluating book and hypertext : analysis of individual differences

This thesis investigates the usability of an 800 page textbook compared with a hypertext 
version containing the same information. Hypertext is an interesting new medium in that it is 
seen as possessing advantages as both delivery technology that influence cost and access to 
information and design technology influencing student achievement. Unfortunately the 
proclamations of its advocates have usually exceeded empirical findings. Also, rapid advances 
in both hardware and software are necessitating the frequent re-evaluation of contemporary 
hypertext. 
In addition to an up-to-date evaluation of the relative performance of book and hypertext 
supporting set tasks, the research reported in this thesis also sought to specifically analyse the 
potential role individual differences could play within media evaluation. To do this the 
cognitive styles and spatial ability of 57 postgraduate student volunteers, from two computer 
related diplomas, were measured. Half the subjects were then randomly assigned to a Book 
group and half to a Hypertext group. Each group was then allocated the same amount of time 
to complete two separate tasks: 1) short answer questions analysing the basic information 
retrieval potential of each medium, and one week later 2) four open-ended short essay 
questions. Surprisingly, subjects assigned to the Book group performed significantly better 
than those assigned to the Hypertext group for Task 1. The mean academic performance of 
subjects (the mean mark obtained over the 8 modules of their diploma) predicted most 
variance in Task 1 performance for both groups. However, with Task 2, the cognitively more 
demanding exercise, none of the measured individual differences could significantly predict 
the scores of subjects. Another surprising finding, given that all subjects were studying 
computing, was that the amount of prior computing experience was found to approach 
significance for those subjects assigned to Hypertext for Task 1. Given the ease with which 
this particular individual difference could be manipulated it was decided to run a second 
experiment employing -subjects with more experience of the Hypertext system used. The 
results from this second cohort showed no significant differences in score for either task 
between Book or Hypertext. However, as the more qualitative data from a questionnaire 
showed, there are a large number of different factors and issues that contribute to the ultimate 
acceptability of one medium compared with the other. 
The thesis concludes by recommending a number of possible avenues for future research 
looking at the role hypertext has to play in the construction of hyperlibraries and Virtual 
Learning Environments.