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Author: Jean-Francois Rouet
Publisher: Routledge
ISBN: 1136492267
Category : Education
Languages : en
Pages : 210
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Book Description
The recent evolution of western societies has been characterized by an increasing emphasis on information and communication. As the amount of available information increases, however, the user -- worker, student, citizen -- faces a new problem: selecting and accessing relevant information. More than ever it is crucial to find efficient ways for users to interact with information systems in a way that prevents them from being overwhelmed or simply missing their targets. As a result, hypertext systems have been developed as a means of facilitating the interactions between readers and text. In hypertext, information is organized as a network in which nodes are text chunks (e.g., lists of items, paragraphs, pages) and links are relationships between the nodes (e.g., semantic associations, expansions, definitions, examples -- virtually any kind of relation that can be imagined between two text passages). Unfortunately, the many ways in which these hypertext interfaces can be designed has caused a complexity that extends far beyond the processing abilities of regular users. Therefore, it has become widely recognized that a more rational approach based on a thorough analysis of information users' needs, capacities, capabilities, and skills is needed. This volume seeks to meet that need. From a user-centered perspective -- between systems and users -- this volume presents theoretical and empirical research on the cognitive processes involved in using hypertext. In so doing, it illustrates three main approaches to the design of hypertext systems: *cognitive, which examines how users process multilayered hypertext structures; *ergonomical, which explores how users interact with the design characteristics of hardware and software; and *educational, which studies the learning objectives, frequency and duration of hypertext sessions, type of reading activity, and the user's learning characteristics. This volume also tries to provide answers for the questions that have plagued hypertext research: *What is hypertext good for? *Who is hypertext good for? *If it is useful for learning and instruction, then what type? *What particular cognitive skills are needed to interact successfully with a hypertext system? Anyone interested in the fields of computer science, linguistics, psychology, education, and graphic design will find this volume intriguing, informative, and a definitive starting point for future research in the field of hypertext.
Author: Jean-Francois Rouet
Publisher: Routledge
ISBN: 1136492267
Category : Education
Languages : en
Pages : 210
Get Book Here
Book Description
The recent evolution of western societies has been characterized by an increasing emphasis on information and communication. As the amount of available information increases, however, the user -- worker, student, citizen -- faces a new problem: selecting and accessing relevant information. More than ever it is crucial to find efficient ways for users to interact with information systems in a way that prevents them from being overwhelmed or simply missing their targets. As a result, hypertext systems have been developed as a means of facilitating the interactions between readers and text. In hypertext, information is organized as a network in which nodes are text chunks (e.g., lists of items, paragraphs, pages) and links are relationships between the nodes (e.g., semantic associations, expansions, definitions, examples -- virtually any kind of relation that can be imagined between two text passages). Unfortunately, the many ways in which these hypertext interfaces can be designed has caused a complexity that extends far beyond the processing abilities of regular users. Therefore, it has become widely recognized that a more rational approach based on a thorough analysis of information users' needs, capacities, capabilities, and skills is needed. This volume seeks to meet that need. From a user-centered perspective -- between systems and users -- this volume presents theoretical and empirical research on the cognitive processes involved in using hypertext. In so doing, it illustrates three main approaches to the design of hypertext systems: *cognitive, which examines how users process multilayered hypertext structures; *ergonomical, which explores how users interact with the design characteristics of hardware and software; and *educational, which studies the learning objectives, frequency and duration of hypertext sessions, type of reading activity, and the user's learning characteristics. This volume also tries to provide answers for the questions that have plagued hypertext research: *What is hypertext good for? *Who is hypertext good for? *If it is useful for learning and instruction, then what type? *What particular cognitive skills are needed to interact successfully with a hypertext system? Anyone interested in the fields of computer science, linguistics, psychology, education, and graphic design will find this volume intriguing, informative, and a definitive starting point for future research in the field of hypertext.
Author: Andrew Dillon
Publisher: Ellis Horwood
ISBN:
Category : Computers
Languages : en
Pages : 216
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Book Description
Although recent developments in Hypertext have been technology-oriented, interest is now focusing on the effects of this computer technology on psychological issues. This book examines the fundamental psychological basics of Hypertext as they apply to learning and education, memory and navigation.
Author: Don Nix
Publisher: Routledge
ISBN: 1136461566
Category : Education
Languages : en
Pages : 230
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Book Description
Computers have become a topic of concern, debate, argument, dogmatism, and inquiry among a variety of people who are interested in the fate and effectiveness of the educational system. This book presents working hypotheses of ways in which computers may fit into and/or transform classroom education. Through the exploration of learning and cognitive theory as it infuses technological developments, this volume promises to illuminate a number of important issues, including experiential learning and nontraditional computer-based instruction.
Author: Belinda Barnet
Publisher: Anthem Press
ISBN: 1783083441
Category : Computers
Languages : en
Pages : 192
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Book Description
This book explores the history of hypertext, an influential concept that forms the underlying structure of the World Wide Web and innumerable software applications. Barnet tells both the human and the technological story by weaving together contemporary literature and her exclusive interviews with those at the forefront of hypertext innovation, tracing its evolutionary roots back to the analogue machine imagined by Vannevar Bush in 1945.
Author: Johanna D. Moore
Publisher: Psychology Press
ISBN: 9780805841527
Category : Philosophy
Languages : en
Pages : 1204
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Book Description
Vol. includes all papers and posters presented at 2001 Cog Sci Mtg & summaries of symposia & invited addresses. Deals w/ issues of repres & model'g cog processes. Appeals to scholars in subdisciplines that comprise Cog Sci: Psych, Computr Sci, Neuro, Lin
Author: Seok, Soonhwa
Publisher: IGI Global
ISBN: 1615208186
Category : Nature
Languages : en
Pages : 484
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Book Description
"The intent of this book is to assist researchers, practitioners, and the users of assistive technology to augment the accessibility of assistive technology by implementing human cognition into its design and practice"--Provided by publisher.
Author: Lory Hawkes
Publisher: Bloomsbury Publishing USA
ISBN: 0313095884
Category : Language Arts & Disciplines
Languages : en
Pages : 350
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Book Description
Virtual texts have emerged within the realm of the Internet as the predominant means of global communication. As both technological and cultural artifacts, they embody and challenge cultural assumptions and invite new ways of conceptualizing knowledge, community, identity, and meaning. But despite the pervasiveness of the Internet in nearly all aspects of contemporary life, no single resource has cataloged the ways in which numerous disciplines have investigated and critiqued virtual texts. This bibliography includes more than 1500 annotated entries for books, articles, dissertations, and electronic resources on virtual texts published between 1988 and 1999. Because of the multiple contexts in which virtual texts are studied, the bibliography addresses virtual communication across a broad range of disciplines and philosophies. It encompasses studies of the historical development of virtual texts; investigations of the many interdisciplinary applications of virtual texts and discussions of such legal issues as privacy and intellectual property. Entries are arranged alphabetically within topical chapters, and extensive indexes facilitate easy access.
Author: Piet A. M. Kommers
Publisher: IOS Press
ISBN: 9781586034214
Category : Computers
Languages : en
Pages : 302
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Book Description
This book addresses the various aspects of computational support systems for learners nowadays. It highlights in particular those learning aspects that rely heavily upon one's imagination of knowledge and new ideas. The question is how learners may become more effective through the use of highly graphical computer systems that now conquer almost every desk. As an extrapolation of the constructionistic paradigm, learning is seen here as a process of conceptual design. Witnessing the prudent introduction of CADD software (Computer Aided Drafting and Design) it is obvious that users are generally scrupulous to accept the computer in the ideational stages of design. This book presents both existing conceptual techniques and those estimated to arrive in the few coming years.
Author: Robert B. Stepno
Publisher:
ISBN:
Category : Authorship
Languages : en
Pages : 270
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Book Description
Author: Michael J. Jacobson
Publisher:
ISBN:
Category : Cognition
Languages : en
Pages : 516
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Book Description
This study explored the use of contrasting computer-based designs for providing instruction at an advanced stage of learning in a complex and ill-structured domain. The program consisted of two parts: an instructional hypertext program containing the content on the social impact of technology and the actual experimental treatments that differed for the two groups. The primary design for the experimental group employed a thematic criss-crossing procedure that used multiple presentations of previously read case sections that shared common thematic elements. The comparison group completed a computer-based drill design containing items requiring the recall of factual information and the identification of social impact of technology themes. An instrument was also administered to determine the possible influence of the learners' basic beliefs concerning the nature of knowledge and learning on their use of the two different instructional approaches. The results of this experiment revealed that the Computer-Based Drill group achieved significantly higher scores on the measures of factual knowledge. The Thematic Criss-Crossing group, however, attained higher scores than the Computer-Based Drill group on all of the higher-order conceptual knowledge transfer tasks, and a significantly higher score on the main transfer task by the last session of the experiment. There was also an interaction between the epistemological learning preference of the subjects and the treatment group they were assigned to. Subjects with a simple epistemological learning preference tended to do better in the Computer-Based Drill treatment, while the subjects with a complex epistemological learning preference tended to perform at a higher level when assigned to the Thematic Criss-Crossing treatment. The results of this experiment suggest that preparing students to use knowledge in new ways and in new situations may be promoted by the use of instructional hypertext systems which: (a) provide multiple representations of knowledge, (b) link abstract knowledge to varied case examples of knowledge application, and (c) stress interrelationships between surface and structural knowledge components. In addition, designers and educators may wish to assess beliefs held by students concerning the nature of knowledge and learning that may enhance or constrain the effectiveness of a given type of computer-enhanced learning environment.
