Bridging the Understanding Gap: Helping Readers Engage Directly with Foreign-Language Sources More Easily
This study explores how students of Ancient Greek interact with digital commentaries enhanced by inline reference resolution. Comparing static and hover-based interfaces, it identifies distinct behavioral patterns and preferences shaped in part by prior tool use. Findings inform hypertext design strategies that balance cognitive load with access to contextual scholarly information.- doi
- 10.1145/3720553.3746681
- isbn
- 979-8-4007-1534-1
- name
- Bridging the Understanding Gap: Helping Readers Engage Directly with Foreign-Language Sources More Easily
- source
- bits_xml
- acm_url
- https://dl.acm.org/doi/10.1145/3720553.3746681
- authors
- Sarah Abowitz, Gregory Crane
- doi_url
- https://doi.org/10.1145/3720553.3746681
- license
- CC BY 4.0
- summary
- This study explores how students of Ancient Greek interact with digital commentaries enhanced by inline reference resolution. Comparing static and hover-based interfaces, it identifies distinct behavioral patterns and preferences shaped in part by prior tool use. Findings inform hypertext design strategies that balance cognitive load with access to contextual scholarly information.
- keywords
- Classical Commentaries, Digital Libraries, Hypertext reading, User studies
- published
- 2025-09-15
- conference
- HT '25: 36th ACM Conference on Hypertext and Social Media, Chicago, IL, USA, September 15-19, 2025
- open_access
- true
- acm_html_url
- https://dl.acm.org/doi/full/10.1145/3720553.3746681
- ccs_concepts
- (empty)
- displayAuthor
- Sarah Abowitz, Gregory Crane
- proceedings_url
- https://dl.acm.org/doi/proceedings/10.1145/3720553
- displayPublishTime
- 2025-09-15
- acm_reference_format
- (empty)
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