Enhancing Learner-Centred Design of Hypermedia Artefacts Through Cognitive and Affective Indicators
José Bidarra, Universidade Aberta, Portugal ; Teresa Chambel, Nuno Guimarães, University of Lisbon - FCUL, Portugal
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper discusses some issues and research findings of the project we call UNIBASE. In order to improve the learning processes through hypermedia technology, we investigated the role of cognitive mapping and the application of certain cognitive ambiguities and breakdowns. The addition of clear learning goals, explicitly expressed through cognitive mapping tools, allowed students to acquire the right knowledge and helped them adopt a productive strategy. Complementary to this elicitation process, video information embedded in hypermedia learning environments was used to increase the levels of attention and motivation, using devices such as movement, novelty and appeal. Our aims were to explore and develop the application of innovative hypermedia artefacts.
Bidarra, J., Chambel, T. & Guimarães, N. (2000). Enhancing Learner-Centred Design of Hypermedia Artefacts Through Cognitive and Affective Indicators. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 124-129). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)
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Textbook Preferences: The Possibilities of Individualized Learning in Social Studies With an Individualized Textbook
James Gentry, Tarleton State University, United States; Teri Fowler, Texas A&M-Texarkana, United States; Bobbie Nichols, Texarkana Independent School District, United States
Journal of Interactive Learning Research Vol. 18, No. 4 (October 2007) pp. 493–510
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