Contents
End-User Satisfaction With a Low-Cost Motion Video Solution for Multimedia andHypermedia Educational Software
Charles Lamont 109Abstracts
End-User Satisfaction With a Low-Cost Motion Video Solution for Multimedia andHypermedia Educational Software
Charles Lamont
Worcester College of Higher Education Henwick Grove, Worcester WR2 6AJ, UKC.Lamont@worc.ac.uk
Universities worldwide are turning to computer-based education (CBE) to provide asolution to the problem of reaching an everwidening range of students at a time whenfunding for education is being severely curtailed. They are increasingly using hypermediaeducational software, often involving motion video, to meet the need for flexibility,interactivity, and innovation. However, the authoring of such intricate applications canbe a daunting and expensive task if it is thought that their presentation must be oftelevision quality. If it can be shown that end-users are satisfied with lower quality(and therefore lower cost) presentations, then many more lecturers may be encouraged todevelop educational software.
Thus, focusing on the quality of motion video that end-users may tolerate, anevaluation experiment was conducted using a low-cost motion video solution over aconventional campus network. Results indicate that end-users are not deterred by lowerquality motion video even though they recognise its shortcomings. Furthermore, they appearto be tolerant of the lower performance of a conventional computer network. Thus, in termsof equipment, the investment in the production of CBE materials may not be as significantas has been supposed.
The Effects of Cognitive Style and Knowledge Structure on Performance Using aHypermedia Learning System
Rocco Paolucci
Department of Computer Information Science Cabrini College, Radnor, PA 19087, USApaolucci@cabrini.edu
Hypermedia software is quickly becoming popular with many educational institutions andcurriculum programs. One of its major attractions is that it allows for the flexiblestructuring, construction, and exploration of the knowledge domain. The purpose of thisresearch study was to determine the relationship among the cognitive style (active andreflective), the structuring of the knowledge domain as controlled by the hypermediasoftware (hierarchical, branching, and conventional), and the test performance of thelearner (in terms of cognitive skill levels). More specifically, a controlled groupexperiment with 115 pre-adolescent, elementary school students (fifth graders) wasconducted. An immediate, written posttest, used to assess the subjects’ learningperformance in terms of total higher order and lower order cognitive skills, wasadministered. Significant differences were found among the three knowledge structureschema groups for the total and the higher order cognitive skills performance scores. Nosignificant relationship was observed between cognitive style and performance, nor didthis variable significantly interact with the knowledge structure variable. The majorconclusion from this study is that a relationship exists between the structuring of theknowledge domain, as reflected by the hypermedia software, and positive learningperformance. This relationship is also extended to the effective use of higher ordercognitive skills.
The Effect of Navigation Map Types and Cognitive Styles on Learners’ Performancein a Computer-Networked Hypertext Learning System
Chien Chou and Hua Lin
Institute of Communication Studies National Chiao Tung University Hsinchu, Taiwan 30050cchou@cc.nctu.edu.tw
This study investigated the effects of navigation maps and learner cognitive styles onperformance in searches for information, on cognitive map development, and on attitudes,within a hypertext learning system. One hundred twenty-one college freshmen were blockedfor field-dependence and assigned to one of five treatment groups: no-map, global map,local map, local tracking map, and all-maps. Subjects searched particular nodes andbrowsed through the course Introduction to Computer Networks delivered by the CooperativeRemotely Accessible Learning (CORAL) system. Results indicate map type has significanteffects on students’ search steps, search efficiency, and development of cognitivemaps. Furthermore, cognitive style was significantly related to the development ofcognitive maps. No interaction between map type and cognitive style on any measure wasobserved. Implications for the design and development of navigation maps are provided.
Cognitive Variables and Patterns of Hypertext Performances: Lessons Learned forEducational Hypermedia Construction
Carlo Castelli
Dipartimento di Teoria Storia e Ricerca Sociale—Università di Trento Via Verdi 26, 38100 TN, Italycastelli@risc1.gelso.unitn.it
Luigi Colazzo and Andrea Molinari
Department of Computer and Management Science Università di Trento Via Inama 1 38100 TN, Italycolazzo@cs.unitn.it, amolinar@cs.unitn.it
In this paper we report the preliminary results of a research project that investigatesthe phenomenon of disorientation in hypertexts. We present our experience in setting up abenchmark for measuring this phenomenon and lessons learned regarding measuring theperformance of people using hypertext technology in an educational environment. Theproject had two main goals: (a) to identify the variables involved in the phenomenon, boththose connected with the structure of the hypertext and those relating to the structure ofthe user’s cognitive abilities; and (b) to find the best way to build a benchmarkthat identifies elements of a hypertext that may cause disorientation. This preliminaryanalysis used a “clinical” approach in evaluating data, in order to highlightthe variables in operation. Although its findings cannot be supported by precisestatements, one of the major preliminary results is the identification of seven possiblecategories of “hypertext user.” We finally describe the main guidelines forfurther experiments we are conducting on these hypothetical classes of users to identifysome remedies for disorientation.
Usability Studies of a Remedial Multimedia System
K.S.R. Anjaneyulu
National Centre for Software Technology Gulmohar Cross Road, #9, Juhu Mumbai 400 049, Indiaanji@saathi.ncst.ernet.in
R.A. Singer
The Open University, Walton Hall Milton Keynes MK7 6AA, UKr.a.singer@open.ac.uk
R. Harding
The Open University in Scotland 10 Drumsheugh Gardens Edinburgh EH3 7QJ, UKr.d.harding@open.ac.uk
The Human Brain tutorial, implemented within a Netscape World Wide Web (WWW) browser,is based on a teaching package on the structure and function of the human brain whichforms part of the Open University course SD206, Biology: Brain and Behaviour. Thisimplementation parallels the CD-ROM-based version of this material which uses theScholar’s Desktop, designed by the Biodiversity Consortium (UK), to create anddeliver multimedia tutorials.
The tutorial uses Netscape in the context of a remedial teaching system. The student isgiven fine-grained diagnostic tests based on concepts on the human brain. Depending on theperformance in these tests the student is allowed to browse through relevant materialusing Netscape.
The aim of this collaborative study, between the Open University (UK) and the NationalCentre for Software Technology (Mumbai, India), was to evaluate the Human Brain tutorialformatively by (a) measuring, both qualitatively and quantitatively, the usability of itsinterface, identify problem areas and report on these; (b) measuring the effectiveness ofthe pedagogic structure supported by the WWW page metaphor in delivering the subjectmatter; and (c) collating and analysing post questionnaire data from students on theirinteraction with the tutorial.
Teaching and Learning Research Methodology From Interactive Multimedia Programs:Postgraduate Students’ Engagement With an Innovative Program
John Lidstone and Keith B. Lucas
Faculty of Education Queensland University of Technology Brisbane, AustraliaK.LUCAS@QUT.EDU.AU
This study identified various strategies used by graduate students to navigate ahypermedia program about ethnographic research methodology. The strategies included (a)independent interaction, (b) accommodation of a learning partner, (c) cooperation with alearning partner, (d) collaboration mediated by the program, and (e) reflectivecollaboration with little or no interaction with the program.
Exploring Student Interactions in Collaborative World Wide Web Computer-Based LearningEnvironments
Ron Oliver and Arshad Omari
Department of Library and Information Science Edith Cowan University, Bradford Street Mt. Lawley, 6050, Western Australiar.oliver@cowan.edu.au
Jan Herrington
Learning Systems Edith Cowan University, Churchlands Campus Pearson Street, Churchlands 6018, Western AustraliaThis paper describes a study in which a World Wide Web (WWW) learning environment wascreated using socio-constructivist instructional design principles. A qualitative researchmethod was used to investigate the learning behaviours of classroom-based students in thisinstructional setting. In particular the study sought to investigate collaborative learnerbehaviours in settings where the instructional materials involved open-endedinvestigations and learner support by means of a printed guide. Observations of studentbehaviours provide tacit confirmation of our expectations that such an environment cancreate an instructional setting which encourages cooperation, reflection, and articulationamong students.