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

Using non-speech sounds to provide navigation cues

This article describes 3 experiments that investigate the possibiity of using structured nonspeech audio messages called earcons to provide navigational cues in a menu hierarchy. A hierarchy of 27 nodes and 4 levels was created with an earcon for each node. Rules were defined for the creation of hierarchical earcons at each node. Participants had to identify their location in the hierarchy by listening to an earcon. Results of the first experiment showed that participants could identify their location with 81.5% accuracy, indicating that earcons were a powerful method of communicating hierarchy information. One proposed use for such navigation cues is in telephone-based interfaces (TBIs) where navigation is a problem. The first experiment did not address the particular problems of earcons in TBIs such as “does the lower quality of sound over the telephone lower recall rates,” “can users remember earcons over a period of time.” and “what effect does training type have on recall?” An experiment was conducted and results showed that sound quality did lower the recall of earcons. However; redesign of the earcons overcame this problem with 73% recalled correctly. Participants could still recall earcons at this level after a week had passed. Training type also affected recall. With personal training participants recalled 73% of the earcons, but with purely textual training results were significantly lower. These results show that earcons can provide good navigation cues for TBIs. The final experiment used compound, rather than hierarchical earcons to represent the hierarchy from the first experiment. Results showed that with sounds constructed in this way participants could recall 97% of the earcons. These experiments have developed our general understanding of earcons. A hierarchy three times larger than any previously created was tested, and this was also the first test of the recall of earcons over time

The guiding process in discovery hypertext learning environments for the Internet

Hypertext is the dominant method to navigate the Internet, providing user freedom and control over navigational behaviour. There has been an increase in converting existing educational material into Internet web pages but weaknesses have been identified in current WWW learning systems. There is a lack of conceptual support for learning from hypertext, navigational disorientation and cognitive overload. This implies the need for an established pedagogical approach to developing the web as a teaching and learning medium. Guided Discovery Learning is proposed as an educational pedagogy suitable for supporting WWW learning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction, than a non-adaptive hypertext environment. A second hypothesis is that combining concept maps with this specific educational paradigm will provide cognitive support. The third hypothesis is that student learning styles will not influence learning outcome or user satisfaction. Thus, providing evidence that the guided discovery learning paradigm can be used for many types of learning styles. This was investigated by the building of a guided discovery system and a framework devised for assessing teaching styles. The system provided varying discovery steps, guided advice, individualistic system instruction and navigational control. An 84 subject experiment compared a Guided discovery condition, a Map-only condition and an Unguided condition. Subjects were subdivided according to learning styles, with measures for learning outcome and user satisfaction. The results indicate that providing guidance will result in a significant increase in level of learning. Guided discovery condition subjects, regardless of learning styles, experienced levels of satisfaction comparable to those in the other conditions. The concept mapping tool did not appear to affect learning outcome or user satisfaction. The conclusion was that using a particular approach to guidance would result in a more supportive environment for learning. This research contributes to the need for a better understanding of the pedagogic design that should be incorporated into WWW learning environments, with a recommendation for a guided discovery approach to alleviate major hypertext and WWW issues for distance learning

Design of a cooperative problem-solving system for enroute flight planning: An empirical study of its use by airline dispatchers

In a previous report, an empirical study of 30 pilots using the Flight Planning Testbed was reported. An identical experiment using the Flight Planning Testbed (FPT), except that 27 airline dispatchers were studied, is described. Five general questions were addressed in this study: (1) under what circumstances do the introduction of computer-generated suggestions (flight plans) influence the planning behavior of dispatchers (either in a beneficial or adverse manner); (2) what is the nature of such influences (i.e., how are the person's cognitive processes changed); (3) how beneficial are the general design concepts underlying FPT (use of a graphical interface, embedding graphics in a spreadsheet, etc.); (4) how effective are the specific implementation decisions made in realizing these general design concepts; and (5) how effectively do dispatchers evaluate situations requiring replanning, and how effectively do they identify appropriate solutions to these situations

Characterizing Navigational Tools in a Virtual Search Task

The goal of this thesis is to characterize and empirically compare navigational tools in the context of a virtual inspection task. The framework considers both directional-cue navigational tools (e.g., GPS navigation arrows) and trail navigational tools (e.g.,footprints) in comparison to a control condition. Characterizing the tools allows for documented relationships between specific navigational tool-performance combinations. It is intended that by characterizing and comparing the tools a more advantageous use of navigational tools will emerge to increase the benefit provided to both the users and implementers of virtual environments. The focus of the metrics in the paper were distance traveled, speed of travel, and average target acquisition time (via SATO analysis) due to their presence in the literature. Targeted recommendations can be made based on the level of participant\u27s experience with virtual environments, or a general recommendation can be made based upon desired performance metric

Enhancing environmental engagement with natural language interfaces for in-vehicle navigation systems

Four on-road studies were conducted in the Clifton area of Nottingham, UK, aiming to explore the relationships between driver workload and environmental engagement associated with ‘active’ and ‘passive’ navigation systems. In a between-subjects design, a total of 61 experienced drivers completed two experimental drives comprising the same three routes (with overlapping sections), staged one week apart. Drivers were provided with the navigational support of a commercially-available navigation device (‘satnav’), an informed passenger (a stranger with expert route knowledge), a collaborative passenger (an individual with whom they had a close, personal relationship) or a novel interface employing conversational natural language NAV-NLI). The NAV-NLI was created by curating linguistic intercourse extracted from the earlier conditions, and delivering this using a Wizard-of-Oz technique. The different navigational methods were notable for their varying interactivity and the preponderance of environmental landmark information within route directions. Participants experienced the same guidance on each of the two drives to explore changes in reported and observed behaviour. Results show that participants who were more active in the navigation task (collaborative passenger or NAV-NLI) demonstrated enhanced environmental engagement (landmark recognition, route-learning and survey knowledge) allowing them to reconstruct the route more accurately post-drive, compared to drivers using more passive forms of navigational support (SatNav or informed passenger). Workload measures (TDT, NASA-TLX) indicated no differences between conditions, although satnav users and collaborative passenger drivers reported lower workload during their second drive. The research demonstrates clear benefits and potential for a navigation system employing two-way conversational language to deliver instructions. This could help support a long-term perspective in the development of spatial knowledge, enabling drivers to become less reliant on the technology and begin to re-establish associations between viewing an environmental feature and the related navigational manoeuvre

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