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The research examines contextualized images, rollover translations, cultural information, audio explanations, and comprehension check exercises, comparing hypermedia readings with matched traditional print texts. Data from 70 French language learners across four intermediate and advanced courses show statistically significant preferences for hypermedia. Learners also report that the format facilitates comprehension with less mental effort than print, interpreted within Mayer’s cognitive theory of multimedia learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-l2-reading-comprehension-with-hypermedia-texts-student-perceptions/595677/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-l2-reading-comprehension-with-hypermedia-texts-student-perceptions/595677.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What hypermedia features are examined in the study?","Question",{"text":112,"@type":113},"The study evaluates contextualized images, rollover translations, cultural information, audio explanations, and comprehension check exercises as combined audiovisual annotations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did researchers compare hypermedia with traditional print reading?",{"text":117,"@type":113},"Participants received hypermedia readings paired with analogous traditional print readings matched for genre, word count, and reading difficulty, followed by a format preference survey.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings from the preference survey?",{"text":121,"@type":113},"Results showed statistically significant preferences for hypermedia texts and learners’ belief that hypermedia supports reading comprehension with less effort than print.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595677,1792210580,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico (online) issn 2056–9017  \nArticle  \nEnhancing L2 Reading Comprehension with Hypermedia Texts: Student Perceptions  \nPaula Garrett-Rucks*, Les Howles and William M. Lake  \nAbstract  \nThis study extends current research about L2 hypermedia texts by investigating the combined use of audiovisual features including: (a) Contextualized images,(b) rollover translations,(c) cultural information,(d) audio explanations and (e) comprehension check exercises. Specifically, student perceptions of hypermedia readings compared to traditional print texts are investigated in this study to address theoretical concerns that the combined use of multiple audiovisual annotations might split learners’ attention from their reading comprehension. Additionally, student perceptions of the usefulness of the annotation features afforded by the hypermedia texts were investigated. Data were collected from 70 French language learners across four intermediate and advanced French courses at a large Midwestern research university. Participants in each course were assigned hypermedia readings, each of which being paired with an analogous traditional print reading of the same genre, with a similar word count and reading difficulty level, followed by a format preference survey. Results from data analysis of the format preference surveys showed statistically significant differences for user preference of the hypermedia texts and a user belief that the hypermedia format facilitated reading comprehension with less effort than print readings. Research findings about the reported usefulness of the annotation features are situated within Mayer’s (2005) cognitive theory of multimedia learning. Directions for future research into the optimal design of hypermedia texts are discussed.  \nKeywords: digital literacy; hypermedia texts; reading comprehension  \nAffiliation  \nGeorgia State University.  \n[email: prucks@gsu.edu](email: prucks@gsu.edu) (corresponding author)  \ncalico vol 32.1 2015 26–51 ©2014, equinox publishing  \ndoi : 10. 1558/calico.v32i1 .26131  \nPaula Garrett-Rucks, Les Howles and William M. Lake 27  \nIntroduction  \nMany technological inventions have emerged since the industrial revolution, yet computer technology arguably remains the most radical innovation today. Despite speculations that the technological advancement which led up to the computer, including the radio and motion pictures, would come to replace traditional means of transmitting knowledge, Mayer (2005) argues that these technologies failed to address the brain and learning in the way that books and teachers combined can. Mayer’s (2005) cognitive theory of multimedia learning (CTML) claims that when instructors use audiovisual materials designed according to the needs of the human brain, the technology plays a far greater part in bolstering learning. Following Mayer’s (2001) multimedia principle that‘people learn better from words and pictures than from words alone’ (p. 6), second language (L2) learners should experience increased reading comprehension of texts enhanced with hypermedia – interactive audiovisual features. However, before reading comprehension can be enhanced, the instructional design of hypermedia texts must take into account the brain’s inherent information processing limitations of concurrent working memory (Sweller, 1988) .  \nPrevious L2 research has extensively examined the role of vocabulary familiarity in reading comprehension. Several studies (AbuSeileek, 2011; Chen and Yen, 2013; Dubois and Vial, 2000; Plass et al., 1998; Yanguas, 2009) have examined the use of vocabulary annotation features in multimedia reading. However, there is presently a dearth of research on the additional audiovisual annotation features afforded by hypermedia – comprehension check exercises, pop-up cultural information and audio explanations – and no research examining these features used in combination with rollover translations and contextualized images. Accordingly, the authors in this stu","cbCaincIFd8rrLP9","https://ap.wps.com/l/cbCaincIFd8rrLP9","pdf",1027087,26,"English","# Introduction\n## Theoretical Framework","[{\"question\":\"What hypermedia features are examined in the study?\",\"answer\":\"The study evaluates contextualized images, rollover translations, cultural information, audio explanations, and comprehension check exercises as combined audiovisual annotations.\"},{\"question\":\"How did researchers compare hypermedia with traditional print reading?\",\"answer\":\"Participants received hypermedia readings paired with analogous traditional print readings matched for genre, word count, and reading difficulty, followed by a format preference survey.\"},{\"question\":\"What were the key findings from the preference survey?\",\"answer\":\"Results showed statistically significant preferences for hypermedia texts and learners’ belief that hypermedia supports reading comprehension with less effort than print.\"}]","Enhancing L2 Reading Comprehension with Hypermedia Texts: Student Perceptions | PDF",1792081623,66]