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<span>The use of the Internet within educational settings means that the term 'literacy' must be broadened to encompass new skills and reflect the merging of old and new literacy. For practitioners the challenge lies in making new media meaningful and empowering for students. Whilst interacting with hypertext has received much attention over the last two decades, little research has focused on comprehending in the hypertext context. This study investigated and compared the effectiveness ofdoi:10.14742/ajet.1212 fatcat:kgmq5buy6jd6jhgmlhjgs5676y