Understanding kiosk navigation: Using log files to capture hypermedia searches

The purposes of these studies were to investigate: a) the role of different intentions for constraining kiosk searches; b) whether selected variables related to reading comprehension (e.g., prior content knowledge) were also related to document search; and c) the potential of log files (timed-stamped records of students' navigational choices in the kiosk) as a non-intrusive tool for seamlessly capturing navigational performance. In Study 1, 64 college students were recruited and randomly assigned to one of two conditions. Both groups used an identical computer kiosk. However, one condition used the kiosk to address a specific problem, while the other condition used the kiosk based on their own interests-no specific task was provided. A discriminant function analysis was able to improve prediction about the group membership by 79% (adjusted with Cohen's Kappa) over and above chance. In Study 2, 54 participants were randomly assigned a simple or complex task. Participants were pretested on prior topic knowledge and solutions were rated based on a composite of navigational scores. Although prior content knowledge and the interaction were not significant, the type of task assigned was related to the quality of solution. These results provide further reason to distinguish between document search and reading comprehension. Further, they suggest new tools for assessment (log files) that have implications for many computerized applications, including hypertext, hypermedia, and the World Wide Web.University of Connecticut at Storrs     

Hypermedia:

No abstract available for this article.     

Cooperative Hypermedia:

No abstract available for this article.     

Adaptive navigation support in educational hypermedia: the role of student knowledge level and the case for meta-adaptation

Adaptive hypermedia is an alternative to the traditional “one‐size‐fits‐all” approach in the development of hypermedia systems. Adaptive hypermedia (AH) systems build a model of the goals, preferences, and knowledge of each individual user, and use this model throughout the interaction with the user, in order to adapt to the needs of that user. Adaptive navigation support is a specific group of adaptive hypermedia techniques that become especially popular in educational hypermedia systems. This paper provides a brief overview of main adaptive navigation support techniques and analyzes the results of most representative empirical studies of these techniques. It demonstrates an evidence that different known techniques work most efficiently in different context. In particular, the studies summarized in the paper have provided evidence that users with different knowledge level of the subject may appreciate different adaptive navigation support technologies. The paper argues that more empirical studies are required to help the developers of adaptive hypermedia systems in selecting most relevant adaptation technologies. It also attempts to build a case for meta‐adaptive hypermedia systems, ie, systems that are able to adapt the very adaptation technology to the given user and context.     

The Foundation of Hypermedia:

No abstract available for this article.     

Hypermedia in Teacher Education:

No abstract available for this article.     

Hypermedia for educational change:

Conclusion Strategic Teaching Frameworks couples the experience of a model classroom with expert commentary in a constructivist design that is unique in teacher development. The system is a dynamic, flexible, nonlinear approach to in-service training and classroom change. It is a multimedia tool that may prove to be an invaluable electronic tutor for the teacher who feels the need to change classroom technique and instructional delivery     

Hypermedia Assisted Instruction and Second Language Learning:

No abstract available for this article.     

Hypermedia and discovery-based learning: a historical perspective

The history of education shows a long-standing, comprehensive rejection of teaching based on discovery, exploration and individual experience—the cornerstone of the hypermedia revolution in education which we are told to expect in the near future. By looking at some of the many failed past attempts to change rigid educational practices into malleable, free-form ways of learning, the author argues that any such revolution in education is probably further away than is supposed by many of those working in the field of interactive technologies.     

Design and use of hypermedia systems

Hypermedia makes it possible for learners to explore interactive multimedia-based instructional systems. To realize the potential of hypermedia to increase student involvement and learning, important design and use issues will have to be addressed. For example, how can we ensure that learners will be able to effectively regulate their own learning as they exercise the control inherent in hypermedia-based systems? How can motivation be stimulated and maintained, so that individuals will go beyond superficial browsing to really explore and learn? A theoretical and research-based foundation is summarized here which suggests answers to these questions, answers that revolve around learner control, self-regulated learning, and continuing motivation. Recommendations are offered for the effective design of hypermedia systems and the appropriate preparation of learners who will use them.     

超媒体在教学中的应用

从超本和超媒体的一般概念出发．探讨了计算机辅助教学以及超媒体网络这两种超媒体形式在教学中的应用．并分析了超媒体的应用前景。     

Hypermedia ethnography in educational settings: possibilities and challenges

This paper considers some of the methodological implications of undertaking and representing multimedia and digital, ethnographic work. It explores some of the challenges and opportunities of working with and across a range of media, and explores some of the consequences of bringing hypermedia applications to ethnographic work. The paper draws on a project that sought to explore the learning opportunities and experiences of an interactive science discovery centre, and that utilised a multimedia, ethnographic approach. The paper locates this methodological approach alongside recent and ongoing developments within qualitative research, and aims to situate educational research within the context of these developments. The paper particularly addresses issues of integrating different forms of qualitative data, ethnographic ‘design’, the ethics of research practice, communication and capacity building.     

Promoting Learning Through Hypermedia: Local versus Global Interfaces

No abstract available for this article.     

Learning by Hypermedia Design: issues of Assessment and Implementation

Educational research emphasizing constructivist perspectives and the role of integrated technologies is converging on the value of students actively designing knowledge, particularly in the context of designing media presentations for real audiences. To date, little documented progress has been made in this area because of the significant assessment problems involved in evaluating complex high-level skills across large groups of students engaged in a wide range of activities over a long period of time. We have used cognitive techniques to develop a model of design skills that has been embedded into the curriculum in two qualitatively different hypermedia learning environments. The model is also used as the basis for a wide range of assessments aimed at documenting the amount of exposure to design skills students actually get, the conceptual understanding of design skills they develop, and the extent to which they can actually use their design skills in novel contexts. Common results from both sites support the virtues of design experiences for improving student motivation and effort, as well as the ways in which hypermedia tools can facilitate student learning. Contrasting results from our two sites reveal the importance of master teachers who have a thorough understanding of design skills and can embed explicit discussion and practice of the whole process of design into daily classroom activity. From an assessment standpoint, experiences from both sites converge on the importance of targeting assessments at the design process itself and the need for better theories of assessment design and improved administration practices.     

Information,Instruction, and Learning: A Hypermedia Perspective

Hypermedia as defined by Osgood (1987) is a tool for linking nonlinear information presented in the form of graphics, animation, video, and sound. One important question for instructional designers regarding hypermedia is how it can be used as an instructional or learning tool that enhances rather than inhibits learning. Creating hypermedia applications is a quick and easy alternative to creating courseware with older authoring systems and languages which took many hours to learn. This ease of application creation, combined with a tremendous increase in information available to our society, has resulted in a proliferation of hypermedia databases in school, university, and industry settings that is gradually moving into homes. Many of these databases are simply information media. This paper identifies important issues related to classifying a hypermedia–based information system appropriately. Based on a discussion of these issues, a call for systematic research which clarifies the role that hypermedia–based information systems can and should play in an instructional or learning environment is set forth.     

Paging and scrolling: Cognitive styles in learning from hypermedia

This study investigates the navigational patterns and learning achievement of university students with different cognitive styles, on hypermedia learning environments using paging or scrolling. The global–local subscales of Sternberg's Thinking Styles Inventory, two hypermedia, one using paging, the other using scrolling, a multiple choice achievement test, and a questionnaire to collect the students' satisfaction on paging/scrolling were used as data collection tools. This study finds that the cognitive style and paging/scrolling, together or separately, neither affected the learning nor the satisfaction of learners. Students with different cognitive styles using paging or scrolling did all learn well, with no statistically significant difference. Also the navigation patterns did not seem to depend on cognitive style; that is, the frequencies of using the navigation tools were not significantly different.