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Title:
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KNOWLEDGE ACQUISITION STRATEGIES AND NAVIGATION IN HYPERMEDIA LEARNING ENVIRONMENTS: THE INFLUENCE OF INSTRUCTIONAL DESIGN PROPERTIES |
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Author(s):
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Mattias Steinke , Thomas Huk , Christian Floto |
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ISBN:
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972-98947-1-X |
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Editors:
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Pedro Isaías and Nitya Karmakar |
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Year:
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2003 |
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Edition:
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1 |
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Keywords:
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Knowledge acquisition, navigation, content design, animations . |
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Type:
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Full Paper |
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First Page:
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326 |
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Last Page:
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332 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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In order to understand and enhance the value of new media in education it is necessary to develop criteria for the evaluation of the effectiveness of learning with hypermedia environments. From the point of view of a multimedia producer it is an important goal to support the process of learning and maximize the learning outcome by a proper design of the whole system as well as of the content presentation within the system. But how is content presentation linked to navigation and knowledge acquisition strategies when learning with hypermedia devices? The process of learning may be studied investigating navigation strategies and user behaviour when tackling a task. In this context a glossary is considered to be an important tool in the navigational environment to better understand the topics presented in the content modules e.g. animations. Against this background the study presented aims to investigate the use of a glossary in dependence of varying instructional design of animations. 300 students at college level were asked to work with different versions of a hypermedia learning environment on cell biology. While testing students log files were tracked and subsequently analyzed applying a variety of statistical methods. The results show that the instructional design of animations indeed exhibit a significant influence on learners behaviour, i.e. on the use of the glossary. |
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