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The following are citations selected by title and abstract as being related to Computer-Human Interaction, resulting from a computer search, using Dialog Information Services, of the Dissertation Abstracts Online database produced by University Microfilms International (UMI). Included are UMI order number, title, author, degree, year, institution; number of pages, Dissertation Abstracts International (DAI) subject category chosen by the author, and abstract. Unless otherwise specified, paper or microform copies of dissertations may be ordered from University Microfilms International, Dissertation Copies, Post Office Box 1764, Ann Arbor, MI 48106; telephone for U.S. (except Michigan, Hawaii, Alaska): 1-800-521-3042, for Canada: 1-800-343-5299. elsewhere +1-313-973-7007. http://www.umi.com; International_Sales@umi.com. Price lists and other ordering and shipping information are in the introduction to the published DAI. An alternate source for copies is sometimes provided. Dissertation titles and abstracts contained here are published with permission of University Microfilms International, publishers of Dissertation Abstracts International (copyright by University Microfilms International), and may not be reproduced without their prior permission.
Susanne M. Humphrey
Ben Shneiderman
Contributing Editors
The purpose of this study was to determine the effects of hypermapping and embedded cognitive strategies on biology achievement and completion rate of hypermedia courseware. The 261 students who participated in the study were assigned to one of four treatment groups: control, hypermapping, suggestions, and combination (hypermapping and suggestions). The control group received the hypermedia courseware, Ecology and History of the Great Smoky Mountains National Park (Senn, 1992). The other three groups received the courseware with enhancements. The hypermapping group received the hypermapping enhancement, the suggestions group received the embedded cognitive strategies enhancement, and the combination group received both enhancements. Data were analyzed based upon student ability level (high, medium, and low). A posttest was used to determine biology achievement and a completion rate score was calculated to determine completion rate.
There was no statistical differences in the ANOVA for treatment group membership versus the posttest. There was a significant difference between ability groups versus the posttest. The differences observed were between high and medium ability students, and high and low ability students. There were no significant differences between medium and low ability students.
There was a significant difference between group membership and completion rate scores. The suggestions group's completion rate scores were significantly lower than the other three groups. The suggestions group had a greater number of hypermedia links available. With a greater number of links, the potential to become disoriented and "lost in hyperspace" was increased. The combination group also had a greater number of links available but the hypermapping enhancement apparently helped to reduce the disorientation.
This study supports that hypermapping is a useful tool for the hypermedia environment and that low ability students receive as much benefit from hypermedia presentations as medium ability students.
Available from UMI in association with The British Library.
Computer-assisted learning (CAL) systems are not only a product of the available technology but also of the changing conceptions of the roles of education and educational practice. A discussion is presented on the development of learning theories and the provision of CAL systems. In particular, the advantages and potential problems of hypertext presentation systems. The cognitive principles on which my approach to CAL have been founded are introduced, and the manner in which these principles are realised in an exampler system--the Hitch-hiker's Guide. This system is referred to as a learning support environment as it is intended to supplement conventional teaching methods rather than to replace them, and to be a flexible system where the locus of control can be shifted effortlessly between the user and the computer. Considerable emphasis have been placed on making the interface as transparent as possible and on the provision of a range of navigational tools to aid a variety of learning needs and styles. Extensive evaluation of the system has demonstrated that users do use all of the system facilities and in a manner appropriate to the current task. An investigation of user behaviour and its relationship to their individual learning style (based on responses to an Approaches to Study Inventory) indicates that navigational techniques are, in part, a function of learning style. The implications of these experimental findings for the design of CAL systems are discussed
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