Science for Education Today, 2026, vol. 16, no. 4, pp. 29–49
© Borisenko N. A., 2026
UDC: 
37.015.3+159.9:004+37.03

The specifics of students’ typical cognitive difficulties when working with electronic educational resources

Borisenko N. A. 1 (Moscow, Russian Federation)
1 Psychological Institute of the Russian Academy of Education
Full text (Open Access) — Downloaded 3
Abstract: 

Introduction. The problem lies in the mismatch between the widespread adoption of electronic educational resources (EERs) and the insufficient understanding of the cognitive difficulties they pose. The article aims to identify and systematize students’ typical cognitive difficulties when interacting with EERs, particularly with educational hypertext.
Materials and Methods. The research is grounded in cognitive load theory and the psychodidactic approach (integrating psychological, didactic, and subject-specific knowledge). The methods included a theoretical review of Russian and international literature, eye-tracking, and reading comprehension tests. Conducted in 2024–2025, the study involved a sample of 52 adolescents aged between 12 and 14 years (M = 13.6; SD = 0.7), of whom 42.3% (n = 22) were male.
Results. A two-factor model of hypertext reading navigation was developed based on the intersection of the reading path (sequential vs. selective) and the use of hyperlinks (linear vs. nonlinear). The study identified three categories of typical difficulties students face when using EERs: 1) navigational-orientational (misunderstanding the nature of hypertext, the ‘lost in hyperspace’ phenomenon, overlooking relevant links); 2) cognitive-operational (linearization of hypertext, passive reading); and 3) content-semantic (comprehension deficits, inability to transfer knowledge). The paper describes typical navigation patterns observed among participants: predominantly sequential reading with excessive link activation, complete linearization (converting a nonlinear structure into a linear one), and selective nonlinear reading characterized by chaotic navigation. Optimal navigation models were outlined, combining a nonlinear path with conscious selectivity when following links.
Conclusions. The primary challenges adolescents encounter when working with educational hypertexts stem from cognitive overload, particularly the feeling of being ‘lost in hyperspace’ and lacking the necessary skills for nonlinear digital environments. Overcoming these barriers requires systematic psychological and didactic support aimed at reducing cognitive load and optimizing navigation.

Keywords: 

Electronic educational resources; Educational hypertext; Cognitive load; Reading comprehension; Eye-tracking; Typical difficulties; Navigation Behavior; Adolescents; Digital reading.

For citation:
Borisenko N. A. The specifics of students’ typical cognitive difficulties when working with electronic educational resources. Science for Education Today, 2026, vol. 16, no. 4, pp. 29–49. DOI: http://dx.doi.org/10.15293/2658-6762.2604.02
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Date of the publication 31.08.2026