Improving e-learning websites: the role of menu depth and metacognitive support

Introduction Results from experimental research in instructional psychology imply that a deep menu structure of e-learning website may provide useful segmentation. However, depth also increases the need for navigation and thus, might have impairing effects on learning. Furthermore, support can be provided by including checklist, to ensure learners reflect their study progress. The aimed at investigating which is beneficial websites whether checklist could compensate negative an unfavorable structure. Methods Therefore, online experiment, we let 101 students learn facts about rocks with either or flat We further manipulated metacognitive through was not. Learning outcomes, cognitive load, factors as well learning time were measured. show no main presence retention transfer performance. achievements percent 37.31 (deep menu/checklist), 31.10 menu/no checklist), 36.07 (flat 38.13 menu, checklist) 35.19 34.40 37.78 33.23 checklist). Yet, there are hints deeper had effect processes: led enhanced extraneous load (ECL) reduced efficiency. providing mainly when but not overall. Unexpectedly, did influence measures. Discussion Our suggests possible costs should considered designing checklists. provides way these compensated, using checklist. Implications discussed.