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

Spatial and Non-Spatial Metaphors in Interface Design: Navigation, Recall, Recognition, and Perception

The purpose of this study was to examine the effect of spatial and non-spatial interface metaphors on user recall, recognition, navigation, and perception. This study was a randomized independent variable mixed methods study that used a convenience sample of thirty participants. In order to assess the effect of spatial and non-spatial metaphors, the researcher designed two websites: one based upon a non-spatial metaphor of an Index and the other based upon a spatial metaphor of the Ithaca College campus. Participants were asked to search for a number of on-campus positions that matched a description they had been given. Participants\u27 navigation was tracked during the job-searching task. Following the completion of the task, participants were given a short two-part retention test that asked them to first recall and then recognize all positions and duties they had seen. The final part of the experiment involved a short one-one interview with the researcher, which sought to determine the users\u27 perceptions of the interface. Participant\u27s navigation, recall, recognition, and perceptions were examined against information collected at the beginning of the experiment in a short questionnaire about general demographics, computer and internet usage, and previous work experience. This study demonstrated that there was no significant difference between the spatial and non-spatial metaphors in navigation, user perceptions, or recognition of the information in the interface. A significant difference between the two interfaces was found for the recall of the positions. significant differences were also found in the task accuracy based upon programming ability, user operating system, and computer and internet use

Virtual workplaces : when metaphors breakdown

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1998.Includes bibliographical references (leaves 79-81).Our model of work is shaped by the places we choose to work and the tools we choose to work with. As we introduce new technologies and build new environments our model is changing. Today's virtual workplaces are grounded in models of work that have been reformed from our experiences using current technology in physical workspace. However we are discovering opportunities and possibilities for work in collaborative, virtual environments that question physical models. Emerging patterns of distributed collaboration in persistent virtual environments are changing the way we work in time and space, recasting our notion of workplace. Virtual workplaces are interpreted and experienced through metaphors that describe a space of potential for work occurrences. Through the lens of metaphors, this research focuses on breakdowns between collaborative work and the environment in which work occurs. If what we understand and predict is based on what we already know, then by examining the breakdowns between design and use of collaborative environments we can illuminate the space of possibilities for collaborative work.by Thomas W.I. Gallemore.M.S