Map-based horizontal navigation in educational Hypertext

Brusilovsky, Peter; Rizzo, Riccardo

doi:10.1145/513338.513345

Cited by 33 publications

(42 citation statements)

References 20 publications

(15 reference statements)

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“…The functionality and the usefulness of our map-based information access approach was evaluated it in the context of a real Programming and Data Structures course at the University of Pittsburgh. The characteristics of the SOM, the implementation details of the KnowledgeSea system, and some results of this study were reported in [1]. We were very encouraged to find that about 2/3 of the 21 students participated in the study thought that the system has achieved the goal of providing an access to the online C tutorials completely or "quite well".…”

Section: The Knowledgesea Approachmentioning

confidence: 99%

Map-Based Access to Multiple Educational On-Line Resources from Mobile Wireless Devices

Brusilovsky

Rizzo

2002

Human Computer Interaction With Mobile Devices

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Abstract. While large volumes of relevant educational resources are available currently online, almost all existing resources have been designed for relatively large screens and relatively high bandwidth. Searching for the proper interface to access multiple resources from a mobile computer we have selected an approach based on self-organized hypertext maps. This paper presents our approach and its implementation in the KnowledgeSea system. It also discusses the ongoing work on using our approach with very narrow screens of Palm-like devices.

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Section: The Knowledgesea Approachmentioning

confidence: 99%

Map-Based Access to Multiple Educational On-Line Resources from Mobile Wireless Devices

Brusilovsky

Rizzo

2002

Human Computer Interaction With Mobile Devices

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“…While community-based hypertext linking approaches have not been analyzed, they do exist [5; 66]; the authors have simply failed to find an example of these approaches, used in an appropriate context. [58]; CoWeb [24] KBS-Hyperbook [32]; SIGUE [18] Keywordbased Knowledge Sea [14] MT Tutor [58] Metadatabased COHSE [19]; Flamenco [67] PRF [30] Communitybased Bollen & Heylighen [5] CoWeb [24]; Knowledge Sea II [9] It is important to stress again that these approaches do not contradict but rather complement other since they have different strong and weak sides. So far, a number of existing systems have combined different approaches to hypertext construction and navigation support.…”

Section: Discussionmentioning

confidence: 99%

“…Thus the application of SOM turns a collection of documents into a structured spatial hypertext (spatial hypertext implies implicit links between spatially co-located documents [57]). Using map-based navigation, introduced in [14], this spatial hypertext can be converted into a regular hyperspace that allows navigation from a document to the hosting map cell and then to similar documents. This technology has been applied in the Knowledge Sea II system, presented below.…”

Section: Keyword-based Techniques For Automatic Hyperspacementioning

confidence: 99%

“…Knowledge Sea II relies on SOM technology for the hypertext construction, which was introduced by its predecessor system Knowledge Sea [14]. Knowledge Sea applied SOM to build an 8 by 8 knowledge map from several thousands of Web pages belonging to several independent online resources for learning C programming language.…”

Section: (The Personal Part)mentioning

confidence: 99%

“…As was mentioned earlier, SOM technology allowed the placement of similar pages into the same or adjacent cells on the map. Using map-based navigation [14], the users of the system were able to navigate from a page to the cell it belongs to, to connected cells (if necessary), and finally to pages that were similar to the page where they began their map-based navigation. Fig.…”

Section: (The Personal Part)mentioning

confidence: 99%

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Open Corpus Adaptive Educational Hypermedia

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Abstract. Despite the fact that adaptive hypermedia techniques have proven their ability to provide user guidance and orientation in hyperspace, we do not currently see the widespread adoption of these techniques. A couple of reasons may explain this phenomenon. One of them is the current lack of re-usability and interoperability between adaptive techniques/systems, which -to some degree -originates in the so-called "open corpus problem" found in adaptive hypermedia. In this article, we analyze this problem in a popular arena: adaptive hypermedia systems with an emphasis on education. The origins and effects of the open corpus problem are discussed, and recent approaches are demonstrated that have -in one way or the other -developed as strategies for solving the open corpus problem. We summarize these findings and discuss how solution strategies can be successfully employed in the future, enabling adaptive hypermedia techniques within open, dynamic information spaces, such as the Semantic Web.

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Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

Lee

Boling

2008

J. Am. Soc. Inf. Sci.

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The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.

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Map-based horizontal navigation in educational Hypertext

Cited by 33 publications

References 20 publications

Map-Based Access to Multiple Educational On-Line Resources from Mobile Wireless Devices

Map-Based Access to Multiple Educational On-Line Resources from Mobile Wireless Devices

Open Corpus Adaptive Educational Hypermedia

Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

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