Enhancing Learner-Centred Design of Hypermedia Artefacts Through Cognitive and Affective Indicators

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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 World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 124-129). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16050.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
2000
ISBN 1-880094-40-1
  Jacqueline Bourdeau & Rachelle Heller
AACE

More Information on EDMEDIA
Table of Contents

Authors

José Bidarra, Universidade Aberta, Portugal; Teresa Chambel, Nuno Guimarães, University of Lisbon - FCUL, Portugal

Abstract

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.

Keywords

• Cognition
• Multimedia

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