Addictive links: The motivational value of adaptive link annotation

Adaptive link annotation is a popular adaptive navigation support technology. Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. In this paper, we present our exploration of a lesser known effect of adaptive annotation, its ability to significantly increase students' motivation to work with non-mandatory educational content. We explored this effect and confirmed its significance in the context of two different adaptive hypermedia systems. The paper presents and discusses the results of our work

Navigation in hypermedia learning systems: Experts vs. novices

With the advancement of Web technology, hypermedia learning systems are becoming more widespread in educational settings. Hypermedia learning systems present course content with non-sequential formats, so students are required to develop learning paths by themselves. Yet, empirical evidence indicates that not all students can benefit from hypermedia learning. Research into individual differences suggests that prior knowledge has significant effects on student learning in hypermedia systems, with experts and novices showing different preferences to the use of hypermedia learning systems and requiring different levels of navigation support. It is therefore essential to develop a mechanism to help designers understand the needs of experts and novices. To address this issue, this paper presents a framework to illustrate the needs of students with different levels of prior knowledge by analyzing the findings of previous research. The overall aim of this framework is to integrate students’ prior knowledge into the design of hypermedia learning systems. Finally, implications for the design of hypermedia learning systems are discussed

Hypermedia learning and prior knowledge: Domain expertise vs. system expertise

Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students’ learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non-linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results

Navigational patterns in interactive multimedia

The central purpose of this thesis is to investigate whether users have distinct preferences for specific navigational patterns in multimedia: that is preferences for moving through multimedia. Subsidiary questions are whether users have preferences for working strategies, (the mental approach to investigating software) whether these preferences are similar for specific groups and whether these preferences are affected by the software's system and navigational design. Four groups were investigated within two ranges: children to adults, and novices to experts. The literature review revealed four different perspectives of investigating navigation: user, designer, pedagogy and human computer interaction and although this research concentrates on the first two perspectives the other two are integral and of equal importance.Two empirical studies elicited the navigational information. The first studied pairs of children undertaking set tasks in multimedia, and demonstrated that although each pair had definite preferences, each group did not utilise the full pattern range discerned from the observations, literature review and multimedia package analysis. The second study was redesigned using individual adults to ascertain the full range of preferred patterns in use. The essential element from the investigations was the wide range of variation between individuals and within groups. There was a gradual progression in their range and speed using these patterns, related to their skills, abilities and experience, and each individual could be placed along a continuum. Topologies of the multimedia packages and diagrams of the fit of the navigation patterns were included. Finally an expert panel was convened to verify the pattern range and their comments supported the new classification.The research outcomes included navigational patterns and working strategies classifications, future techniques for designers, and user methods. These will create more successful and informed multimedia, and forward developments and improvements in the design of high quality user preference software

Developing lifelong learners: A novel online problem‐based ultrasonography subject

Online learning environments have a major role in providing lifelong learning opportunities. Lifelong learning is critical for successful participation in today's competitive work environment. This paper describes an online problem‐based learning approach to the creation of a student‐centred learning environment for the study of the biological sciences subject in the Graduate Diploma of Applied Science (Medical Ultrasonography) course at the University of Sydney. The environment is interactive and collaborative, with all communication taking place online. Students work in groups to study clinically relevant problems. A Web‐database system provides learner control in the process of knowledge acquisition, access to reference materials on the Internet and communication with the tutor and with peers through synchronous chat and asynchronous threaded discussion forums. Other online features include a protocol for problem‐solving, self‐assessment and feedback opportunities, detailed help, streaming audio and video and pre‐course, ongoing and post‐course questionnaires. This technology may be adapted to a range of disciplines and can also be utilized in on‐campus teaching

Help options and multimedia listening: Students' use of subtitles and the transcript

As multimedia language learning materials become prevalent in foreign and second language classrooms, their design is an important avenue of research in Computer-Assisted Language Learning (CALL). Some argue that the design of the pedagogical materials should be informed by theory such as the interactionist SLA theory, which suggests that input modification can help comprehension, but does not provide specific guidance regarding choices designers should make when they attempt to implement theory-based features like modified input. This empirical study was designed to provide evidence about one such issue: whether subtitles or transcripts are more effective in providing modified input to learners. A multimedia listening activity containing a video of an academic lecture was designed to offer help in the form of target language subtitles (captions) and lecture transcripts in cases of comprehension breakdowns. Eighteen intermediate ESL students enrolled in an academic listening class at a research university participated in the study. Two tests and questionnaires in addition to screen recordings were used to analyze students' performance on the activity and their use of help. The results indicate that participants interacted with the subtitles more frequently and for longer periods of time than with the transcript. Also, the study identified four patterns of learner interaction with the help options. Since, overall, the participants interacted with help less than half of the time they opened help pages, an important challenge in investigating help options lies in finding ways to promote the use of help

Cognitive load theory, educational research, and instructional design: some food for thought

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load