But there's something to a text that is creative, non-linear, and different. When students read Moby-Dick for the first time, it's incredibly disorienting. Chapters spring from everywhere. They have to work to understand the connections between chapters, that, on the surface, appear so different. There is a lot of work, but the ultimate effect is masterpiece.
Such is the case with hypertext. Those that say that hypertext is a liability compared to linear text, that it puts increased cognitive demands on the learner, totally miss the point.
Yes, non-linear text involve decision making from the reader. Yes, non-linear texts are harder. But, according to Jimmy Dugan:
THE HARD IS WHAT MAKES IT GREAT!
The hard creates readers who have to make decisions. The hard creates students who have to understand what content is relevant and important. The hard creates a subtle understanding of a complex topic. We want readers that are this nuanced, this capable, who can think for themselves.
When you teach students Moby-Dick, students struggle and appreciate how that struggle makes them better readers, writers, and thinkers. Those students understand one of Melville's most powerful maxim's: "There are some enterprises in which a careful disorderliness is the true method."
Interesting point. What do you think about the difference in the design purpose. In case of text (e.g., a novel as you presented in your example) that presents non-linear structure or narrative, the writer is imposing such non-linearity in a certain order, but with hypertext does not impose certain order, students or users are imposing certain structure to it. Do you think they serve different purpose, especially when it comes to learning experience?
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