title: To scroll or not to scroll: scrolling, working memory capacity, and comprehending complex texts.
abstract: OBJECTIVE
  The purpose of these experiments was to examine the effects of user characteristics on learning from scrolling interfaces.
  
  
  BACKGROUND
  Although scrolling Web pages are now common, few studies have explored the effects of scrolling on understanding the content that is being conveyed.
  
  
  METHODS
  This set of studies investigated whether presenting text in two particular formats has an effect on comprehension for readers who differ in working memory capacity.
  
  
  RESULTS
  Results from both studies indicated that a scrolling format reduced understanding of complex topics from Web pages, especially for readers who were lower in working memory capacity.
  
  
  CONCLUSIONS
  These findings show that the way text is presented can interact with learner abilities to affect learning outcomes.
  
  
  CONCLUSIONS
  These results have implications for both educational technology and human interfaces that present information using displays that can vary in size and construction.
authors.affiliation: Department of Applied Psychology, Arizona State University, 7271 E. Sonoran Arroyo Mall, Mesa, AZ 85212, USA. c.sanchez@asu.edu
authors.forename: Christopher A
authors.initials: CA
authors.lastname: Sanchez
authors.forename: Jennifer
authors.initials: J
authors.lastname: Wiley
mesh_terms: D032882:Comprehension; D006801:Humans; D016247:Information Storage and Retrieval / Q000379:methods*; D020407:Internet; D008570:Memory, Short-Term; D015206:Southwestern United States; D014584:User-Computer Interface