Effects of Interface Windowing Modes on Disorientation in a Hypermedia Learning Environment

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Demirbilek, M. (2009). Effects of Interface Windowing Modes on Disorientation in a Hypermedia Learning Environment. Journal of Educational Multimedia and Hypermedia, 18(4), 369-383. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30335.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 18, Issue 4, October 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Author

Muhammet Demirbilek, Suleyman Demirel University, Turkey

Abstract

Navigation issues and disorientation have been of interest to many researchers with different scientific and theoretical questions. However, previous work on this type of comparative and experimentation has been limited. In particular, little is known about the relationship among ease of use, disorientation, and interface windowing modes in a hypermedia based learning environment. The current empirical study was performed to investigate the effects of different interface windowing modes, computer experience on user disorientation, and ease of use in a hypermedia learning environment. Questionnaires were completed by 146 participants, and the answers to the research questions were revealed by a quantitative study. Results showed that subjects in the tiled windows-interface were less disoriented than subjects in an overlapping window. Moreover there was a positive significant correlation between the ease of use and orientation ratio. However a significant negative correlation was determined between the ease of use and perceived disorientation and between orientation ratio and disorientation

Keywords

• Educational Technology
• eLearning
• Computers
• Multimedia
• Navigation

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