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.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
Jacqueline Bourdeau & Rachelle Heller
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Table of Contents
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.
- Teachers’ Sense-Making Strategies While Watching Video of Mathematics Instruction
- Resolving the Problem of Intelligent Learning Content in Learning Management Systems
- Electronic Discourse in Preservice Teacher Preparation
- Technology as Facilitator of Quality Education: A Model
- Guidelines for E-Learning - Advantages and Disadvantages
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Adaptivity through the Use of Mobile Agents in Web-based Student Modelling
- Predicting Preservice Teacher Competence in Computer Technology: Modeling and Application in Training Environments
- PROMOTING COGNITION IN MULTIMEDIA INTERACTIVITY RESEARCH
- Providing Authentic Contexts for Learning Information Technology in Teacher Preparation
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