基于Petri网超媒体模型的分析与比较

超媒体建模研究是当前一个重要研究方向。基于Petri网理论的模型是对有向图模型的改进,与其他模型比较,能够更好地刻画超媒体系统。原因如下:Petri网是一个二部有向图,适合于说明超媒体的链接机制;Petri网是一种天然的具有并行执行语义的自动机,模型可以自然地表达超媒体系统中的动态执行语义;Petri网能够说明各种顺序、并发和同步活动,满足描述多媒体表现的需要;利用Petri网的图形特性和严格的数学基础,人们可以检查和分析超媒体中的潜在问题。该文着重对四个典型的基于Petri网的超媒体模型:MHPN、HCPN、MORENA和HTSPN模型进行分析和比较。     

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。     

Assessment and multimedia authoring – a tool for externalising understanding

Abstract Multimedia authoring software has a number of features that, given teacher support, should provide conditions that help pupils create material that genuinely reflects their understanding. This paper reviews the ways in which use of this technology may also support improvements in assessment. Drawing on research findings it describes how pupil-produced multimedia documents can reveal aspects of performance that traditional tests may not recognise. If such assessment is to be accepted at the policy level, a shared set of criteria for achievement must be developed in terms of technical manipulation and content exposition. Lines of enquiry for further investigation of multimedia authoring, pupil learning and assessment are proposed.     

Efficacy of a map on search, orientation and access behaviour in a hypermedia system

Many researchers have proposed hypertext and hypermedia as superior learning environments over traditional linear-based approaches. At the same time, reports of disorientation amongst students working in these environments has become a topic of major concern. The study reported in this paper sets out to investigate the efficacy of the provision of maps on students' ability to search, orientation and access information in a hypertext-based learning task. The domain used required students to learn about the theory of tectonic plates. The results indicate that the greater use of maps led to less relevant searching behaviour and less effective search effort. In conclusion, it is argued that the concept of the spatial metaphor has not served the designers and students of hypertext and hypermedia environments well. Further, it is proposed that designers of non-linear learning environments would be better served by concentrating on the fundamental usability of their systems rather than attempting to introduce navigational aids, which themselves are a symptom of poor design.     

Computer-based tutoring of visual concepts: from novice to expert

Abstract Computer-based tutoring of visual concepts is a largely unexplored area. The ability to classify images, to identify features and to describe abnormalities is a necessary part of training in many professions, such as radiology, anatomy, botany and geology. To a lesser level it is important for developing everyday skills such as identifying birds, trees, rocks, and flowers. The aim of this paper is to show how computers might be used in visual concept teaching, to store and display large stocks of exemplar images, to carry out a tutorial dialogue with the learner, and to provide learning aids such as concept maps, feature spaces, and structural models. The paper describes well-established methods for teaching visual concepts and indicates how computers can supplement the human teacher in tutoring students with differing levels of expertise.     

Triggering artefacts

The paper presents a general critique of the use of conceptual frameworks in design, illustrated by the well known synchronous/asynchronous, co-located/non-co-located framework. It argues that while frameworks are a necessary and inevitable starting point for design, the business of tailoring and adapting them to specific situations need not be ad hoc.Triggering artefacts are a way of systematically challenging both designers' preunderstandings and the conservatism of work practice. Experiences from the Great Belt tunnel and bridge project are used to illustrate howtriggering artefacts change themodality of designing for change.     

超媒体的HHIS多媒体著作平台的设计与实现

本文介绍了超媒技术中的基本，并在此基础上设计和实现了个实用的多媒体著作平台。阐述了设计和实现该系统的具体思想和方法。     

The effect of questioning on concept learning within a hypertext system

Abstract Two studies report upon the effect of asking learners to answer questions when learning in a hypertext environment, even when no immediate feedback is given to learners about the appropriateness of their responses. Such questions may be useful as a means to induce responses that can be used to monitor learning, but here the hypothesis was investigated that their inclusion would also improve learning directly. In the first study, 80 student teachers answered embedded multiple-choice questions that encouraged analysis of examples. Concept learning achieved using this environment was significantly reduced when compared with an environment requiring no such responses. In the second study, a cohort of 68 students were asked to summarise the information illustrated by the examples. Here, learning was significantly improved as compared with the no-response condition.     

超媒体技术在建筑领域的理论与应用

阐述了超媒体技术的特征与历史,以及应用于建筑领域的可能性与必要性。     

The impact of information richness on information security awareness training effectiveness

In recent years, rapid progress in the use of the internet has resulted in huge losses in many organizations due to lax security. As a result, information security awareness is becoming an important issue to anyone using the Internet. To reduce losses, organizations have made information security awareness a top priority. The three main barriers to information security awareness are: (1) general security awareness, (2) employees’ computer skills, and (3) organizational budgets. Online learning appears a feasible alternative to providing information security awareness and countering these three barriers. Research has identified three levels of security awareness: perception, comprehension and projection. This paper reports on a laboratory experiment that investigates the impacts of hypermedia, multimedia and hypertext to increase information security awareness among the three awareness levels in an online training environment. The results indicate that: (1) learners who have the better understanding at the perception and comprehension levels can improve understanding at the projection level; (2) learners with text material perform better at the perception level; and (3) learners with multimedia material perform better at the comprehension level and projection level. The results could be used by educators and training designers to create meaningful information security awareness materials.