Augmented reality as an interface to adaptive hypermedia systems

Adaptive Hypermedia has sought to tackle the problems of dealing with complex, heavily structured information and the presentation of views of that structure to users. Increasingly, adaptive content is achieved through different forms of context. Using two case-study applications, we will reflect on how Augmented Reality may present solutions to a number of Adaptive Hypermedia presentation problems. Each case study describes a different physical interaction metaphor for exposing the complex adaptation of hypermedia content in an intuitive way. The preliminary findings of our early evaluations are discussed. Finally, conclusions are drawn as to how Augmented Reality applications could use the modelling techniques of the Adaptive Hypermedia community to deal more easily with complex information.     

基于XSL转换超媒体课件文档的研究与实现

基于XSL的转换技术提供了强大的机制和功能,可以实现多种文件变换。它具有部分高级编程语言的特征,因而利用XSL可以方便灵活地转换异构的超媒体XML文档。文中介绍了一个利用XML技术的超媒体课件系统,该系统使用XML保存课件内容,利用XSL来重新组织课件和指示课件对外表示的模式或风格,根据超媒体课件在不同场合不同情况下根据要求展现不同的外在风格和形式。通过应用XML及其XSL的超媒体文档格式转换,描述了基于XSL对超媒体课件文档的转换应用,并实现了基于XML的超媒体课件系统。     

超媒体系统简介

介绍了超媒体系统采用的两个关键技术——超文本技术和多媒体技术,同时简单介绍了超媒体系统的体系结构、主要特征和基本应用。     

超媒体与决策支持系统集成化的研究

提出了超媒体与决策支持系统（ＤＳＳ）集成化的方法，给出了超媒体协同器功能结构设计方案，并就超媒体协同器关键技术的实现进行了研究。     

一种基于超媒体技术的网上大学英语CAI软件系统

介绍了基于超媒体技术的网上大学英语ＣＡＩ系统,重点论叙了该系统的组成及功能。     

Cognitive load in hypermedia reading comprehension: Influence of text type and linearity

In this paper the assumption of cognitive overhead in hypermedia learning is specified by cognitive load theory. This analysis is based on different types of cognitive load, the dimension of linearity/non-linearity as well as text characteristics. We propose a model stating that extraneous cognitive load in hypermedia learning is basically determined by the interaction of text presentation format (linear/non-linear) with text type (text with and without narrative structures). This assumption was tested by means of a 2 × 2 experimental design. Sixty participants completed a computer-based learning program that contained a narrative text or an encyclopaedia text in either linear or non-linear presentation format. Results confirm the suggested interaction hypothesis postulating that non-linear information presentation of narrative text structure increases cognitive load and decreases knowledge acquisition. However, for encyclopaedia text participants’ knowledge acquisition was not affected by linear or non-linear presentation format. Furthermore, results suggest a cross-validation of cognitive load measures and propositional analysis.     

The effects of individual differences and visual instructional aids on disorientation,learning performance and attitudes in a Hypermedia Learning System

Research suggests that certain visual instructional aids can reduce levels of disorientation and increase learning performance in, and positive attitudes towards, HLS for learners with specific individual differences. However, existing studies have looked at only one or two individual differences at a time, and/or considered only a small number of visual instructional aids. No study has considered the impact of the three most commonly studied individual differences – cognitive style, domain knowledge and computer experience – on learning performance, disorientation and attitudes in a HLS incorporating a full range of visual instructional aids. The study reported here addresses this shortcoming, examining the effects of, and between, these three individual differences in relation to learning performance, disorientation and attitudes in two HLS versions: one that incorporated a full set of visual instructional aids and one that did not. Significant effects were found between the three individual differences with respect to disorientation, learning performance and attitudes in the HLS that provided no instructional aids, whereas no such effects were found for the other HLS version. Analysis of the results led to a set of HLS design guidelines, presented in the paper, and the development of an agenda for future research. Limitations of the study and their implications for the generalizability of the findings are also presented.     

Modelling hypermedia and web applications: the Ariadne Development Method

The development process of hypermedia and web systems poses very specific problems that do not appear in other software applications, such as the need for mechanisms to model sophisticated navigational structures, interactive behaviors, interfaces with external applications, security constraints and multimedia compositions. Even though experience, modelling skills and abstractions can be borrowed from existing software design methods, such as object-oriented modelling, hypermedia developers need specific mechanisms to analyze and design using entities that belong to the hypermedia domain (such as nodes, links, anchors and space and time-based relationships). Moreover, hypermedia methods should provide mechanisms to deal with all the aforementioned features in a progressive and integrated way. In this paper, we present the Ariadne Development Method (ADM), a software engineering method that proposes a systematic, flexible, integrative and platform-independent process to specify and evaluate hypermedia and web applications. ADM has been shown particularly useful in complex systems involving a huge number of users with different abilities to access information, with a complex structure where a huge number of nodes have to be organized in a clear way to produce specifications that are discussed by people with an heterogeneous background. This is the case of ARCE, a Latin American project where 21 countries are cooperating to produce a web platform to improve assistance in disaster mitigation situations.     

支持网络化、协同化的超媒体平台

在分析超媒体系统的发展趋势和需求的基础上,提出一个支持网络化、协同化的超媒体平台模型,讨论了该系统的体系结构,并介绍了该平台在教育领域中的应用。     

The effects of graphical overviews on knowledge acquisition in hypertext

Abstract A central aspect of designing hypertext for learning concerns the structure of the information in the hypertext and the view the learner is offered of this structure. In this study, a hypertext environment was enhanced with a graphical overview that represented the basic, inherent, structure of the domain and the layout was designed in such a way that learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. This so-called 'visual' lay-out was compared with two lay-outs that presented randomly positioned nodes. One of these two lay-outs contained hints (using 'highlighting') to stimulate learners to follow a domain related exploration similar to the one incorporated in the visual lay-out. The other ('control') lay-out did not provide such hints. Results showed that participants from both the 'visual' and the 'hints' conditions demonstrated a more domain-related exploration pattern than participants from the 'control' condition. Participants in the 'visual' lay-out did not show a better recall of the content of the nodes as such, but showed a significantly better acquisition of knowledge of structure than participants from the other two conditions. These data indicate that a visual display conveys knowledge in its own right and that knowledge gained does not depend on the exploration route followed in the hypertext material.