13,183 research outputs found
Image retrieval by hypertext links
This paper presents a model for retrieval of images from a large World Wide Web based collection. Rather than considering complex visual recognition algorithms, the model presented is based on combining evidence of the text content and hypertext structure of the Web. The paper shows that certain types of query are amply served by this form of representation. It also presents a novel means of gathering relevance judgements
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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
Using a task-based approach in evaluating the usability of BoBIs in an e-book environment
This paper reports on a usability evaluation of BoBIs (Back-of-the-book Indexes) as searching and browsing tools in an e-book environment. This study employed a task-based approach and within-subject design. The retrieval performance of a BoBI was compared with a ToC and Full-Text Search tool in terms of their respective effectiveness and efficiency for finding information in e-books. The results demonstrated that a BoBI was significantly more efficient (faster) and useful compared to a ToC or Full-Text Search tool for finding information in an e-book environment
From classroom tutor to hypertext adviser: An evaluation
This paper describes a three‐year experiment to investigate the possibility of making economies by replacing practical laboratory sessions with courseware while attempting to ensure that the quality of the student learning experience did not suffer. Pathology labs are a central component of the first‐year medical undergraduate curriculum at Southampton. Activities in these labs had been carefully designed and they were supervised by lab demonstrators who were subject domain experts. The labs were successful in the eyes of both staff and students but were expensive to conduct, in terms of equipment and staffing. Year by year evaluation of the introduction of courseware revealed that there was no measurable difference in student performance as a result of introducing the courseware, but that students were unhappy about the loss of interaction with the demonstrators. The final outcome of this experiment was a courseware replacement for six labs which included a software online hypertext adviser. The contribution of this work is that it adds to the body of empirical evidence in support of the importance of maintaining dialogue with students when introducing courseware, and it presents an example of how this interaction might be achieved in software
User experiments with the Eurovision cross-language image retrieval system
In this paper we present Eurovision, a text-based system for cross-language (CL) image retrieval.
The system is evaluated by multilingual users for two search tasks with the system configured in
English and five other languages. To our knowledge this is the first published set of user
experiments for CL image retrieval. We show that: (1) it is possible to create a usable multilingual
search engine using little knowledge of any language other than English, (2) categorizing images
assists the user's search, and (3) there are differences in the way users search between the proposed
search tasks. Based on the two search tasks and user feedback, we describe important aspects of
any CL image retrieval system
The WEB Book experiments in electronic textbook design
This paper describes a series of three evaluations of electronic textbooks on the Web, which focused on assessing how appearance and design can affect users' sense of engagement and directness with the material. The EBONI Project's methodology for evaluating electronic textbooks is outlined and each experiment is described, together with an analysis of results. Finally, some recommendations for successful design are suggested, based on an analysis of all experimental data. These recommendations underline the main findings of the evaluations: that users want some features of paper books to be preserved in the electronic medium, while also preferring electronic text to be written in a scannable style
Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies
Whilst much has been written about the implications for ‘literacy’ for practices surrounding digital technologies (Gee, 2000a; Luke and Carrington, 2002; Snyder, 1998), there has been surprisingly little research investigating new literacies in primary classrooms (Andrews, 2003; Labbo and Reinking, 2003: Lankshear and Knobel, 2003). This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000-2006. It uses Green’s distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy (Lankshear and Bigum, 1999; Snyder, 2001) to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts
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