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Games and applications with gamified elements have been used in teaching and learning widely. Gamified applications attract the interest of students and teachers because they assist them to achieve their cognitive and pedagogical purposes. This paper describes a study that explores the use of a gamified learning application designed to introduce students at key stages 3 and 4 (ages 14–15) to ancient Greek Philosophy. The study involves 3 tests and 3 different groups of students and aimed to explore if the application improves students' knowledge and understanding and to compare different styles of subject delivering. This paper presents and discusses in details the results of the first test.

This paper presents an ongoing research project regarding the design of learning videos in relation to Mayer's Cognitive Theory of Multimedia Learning (CTML) and more specifically to the Redundancy Principle (RP). Learning videos have been proved an efficient teaching tool. However poorly designed videos could easily fail if they trigger the RP. The RP is activated when the information parsed through the visual channel consists of animation and on-screen text. This paper presents an experiment that explores the way the RP is related to learning videos and how the type of on-screen visual aid (text, call-outs) affects learners' comprehension. It also discusses preliminary results that derived from a pilot study. The presented work is part of a bigger project that explores several aspects of CTML in relation to learning videos design.

The effect of gender in academic achievement has often been the focus of research because of its potential implications. However, the Web has modified the way people access and use information. The present study examines the differences between males' and females' reading behaviour in hypertexts. The study focuses on text based electronic documents. Ninety participants (27 females and 63 males) read a hierarchically structured hypertext and answered a set of questions. The study examines some original variables not previously studied comprehensively, such as coherence of transactions, sum of selected hyperlinks, hyperlink location etc. The results show that gender did not significantly affect any of the measured variables. The data consisted of reading times, comprehension scores, coherent links, hyperlink location, sum of hyperlinks, and the sum of read nodes.

The present study examined the influence of different reading goals on reading in a hypertext environment. The study focused on text based electronic documents. The study was an independent samples design experiment with three different conditions. Ninety participants read the hypertext allocated into three different conditions and then, all answered the same set of questions. The results show that reading goals did not influence reading times, comprehension scores, and amount of visited links. The data also revealed two factors that influence hyperlink selection: coherence, and location

This paper reports on a study that is concerned with the cognitive aspects of reading in a hypertext environment. The study focuses on text based electronic documents. A cognitive model for hypertext document reading proposed in an earlier work is here developed and validated with the use of think aloud protocols. Navigational strategies that readers employ in hypertext reading and hypertext links' selection are also under study. The results indicate that 100% of the task related data correspond to the components of the cognitive model, allowing us to conclude that the proposed model sufficiently describes the cognitive processes involved in hypertext reading. In addition, three navigational strategies are revealed, linear, mixed, and mixed review. The quantitative data show no significant differences between different reading goals on comprehension and on the amount of text read.