![]() This process is of course different from everyday reading. If the participant has a low accuracy for answering these usually rather easy questions, the experimenter knows that the participant was not fully engaged with the task. The reader is asked to read the sentence for comprehension and there will often be a comprehension question following the sentence. Typically, reading research uses trials that contain a single, stand-alone sentence (for a review, see ) to explore lexical processing. When we investigate the real-world task of reading online text (termed hypertext ), we need to take into consideration the way reading on the Web differs from the reading for comprehension task that is traditionally used in reading research. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist. This work formed a part of a PhD completed in the Web Science DTC. ![]() The DOI is: 10.5255/UKDA-SN-854153.įunding: GF was funded by an EPSRC grant for the Doctoral Training Centre in Web Science: EP/G036926/1. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: The data underlying the results presented in the experiments in this manuscript are available from the UK Data Service. Received: MaAccepted: AugPublished: September 17, 2020Ĭopyright: © 2020 Fitzsimmons et al. PLoS ONE 15(9):Įditor: Veronica Whitford, University of New Brunswick Fredericton, CANADA The task of reading on the Web causes readers to lexically process words in a markedly different way from typical reading experiments.Ĭitation: Fitzsimmons G, Jayes LT, Weal MJ, Drieghe D (2020) The impact of skim reading and navigation when reading hyperlinks on the web. ![]() Readers use hyperlinks as markers to suggest important information and use them to navigate through the text in an efficient and effective way. We suggest that readers engage in an efficient reading strategy where they attempt to minimise comprehension loss while maintaining a high reading speed. In Experiment 2, which allowed for navigating, readers only fully lexically processed linked words compared to unlinked words, regardless of whether they were skim reading or reading for comprehension. ![]() They did fully lexically process both linked and unlinked words when reading for comprehension. Results from Experiment 1 show that while readers lexically process both linked and unlinked words when reading for comprehension, readers only fully lexically process linked words when skim reading, as was evidenced by a frequency effect that was absent for the unlinked words. Embedded target words were either hyperlinks or not and were either high-frequency or low-frequency words. In Experiment 1, participants read static Webpages either for comprehension or whilst skim reading, while in Experiment 2, participants additionally read through a navigable Web environment. Across two experiments, we utilised eye tracking methodology to explore how hyperlinks and navigating webpages affect reading behaviour. It has been shown that readers spend a great deal of time skim reading on the Web and that this type of reading can affect lexical processing of words.
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