Cognitive load in hypertext reading: A review

By Diana DeStefano, Jo-Anne LeFevre. Computers in Human Behavior, 2007

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Reading linear texts on paper versus computer screen: Effects on reading comprehension (2013, background): “A recent review (DeStefano & LeFevre, 2007) concluded that hypertext structure tends to increase cognitive demands of decision making and visual processing and this additional cognitive load, in turn, impairs reading comprehension performance.”
Integrating cognitive load theory and concepts of human-computer interaction (2010, unknown): “Learning with hypertexts was the scenario of another six publications (Amadieu, Tricot, & Marin, 2009; DeStefano & LeFevre, 2007; Madrid, Oostendorp, & Puerta Melguizo, 2009; Moos, 2009; Seufert, Jänen, & Brünken, 2007; Zumbach & Mohraz, 2008).”
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction (2007, background): “In their recent overview of cognitive load issues in hypertext learning environments, DeStefano and LeFevre (2007) noted that the general assumption about the role of prior knowledge in learning from hypertext was that high prior knowledge learners could be able to process and make sense of unorde”
The iPhone Effect (2016, background): “…readers multitask by jumping from one hyperlink to the next, or are engaged in two or more concurrent tasks have been linked with learning and comprehension impediments in laboratory experiments (DeStefano & LeFevre, 2007; Miall & Dobson, 2006; Niederhauser, Reynolds, Salmen, & Skolmoski, 2000).”