Search (4 results, page 1 of 1)

  • × theme_ss:"Computer Based Training"
  • × theme_ss:"Hypertext"
  1. Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004) 0.02 
    0.022716753 = product of:
  0.09086701 = sum of:
    0.040091753 = weight(_text_:libraries in 2226) [ClassicSimilarity], result of:
      0.040091753 = score(doc=2226,freq=4.0), product of:
        0.13017908 = queryWeight, product of:
          3.2850544 = idf(docFreq=4499, maxDocs=44218)
          0.03962768 = queryNorm
        0.30797386 = fieldWeight in 2226, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2850544 = idf(docFreq=4499, maxDocs=44218)
          0.046875 = fieldNorm(doc=2226)
    0.05077526 = weight(_text_:case in 2226) [ClassicSimilarity], result of:
      0.05077526 = score(doc=2226,freq=2.0), product of:
        0.1742197 = queryWeight, product of:
          4.3964143 = idf(docFreq=1480, maxDocs=44218)
          0.03962768 = queryNorm
        0.29144385 = fieldWeight in 2226, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.3964143 = idf(docFreq=1480, maxDocs=44218)
          0.046875 = fieldNorm(doc=2226)
  0.25 = coord(2/8)
    Abstract
    Textbooks are more available in electronic format now than in the past. Because textbooks are typically large, the end user needs effective tools to rapidly access information encapsulated in textbooks stored in digital libraries. Statistical similarity-based links among hypertextbooks are a means to provide those tools. In this paper, the design and the implementation of a tool that generates networks of links within and across hypertextbooks through a completely automatic and unsupervised procedure is described. The design is based an statistical techniques. The overall methodology is presented together with the results of a case study reached through a working prototype that shows that connecting hyper-textbooks is an efficient way to provide an effective retrieval capability.
  2. Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002) 0.01 
    0.009055889 = product of:
  0.07244711 = sum of:
    0.07244711 = weight(_text_:studies in 730) [ClassicSimilarity], result of:
      0.07244711 = score(doc=730,freq=6.0), product of:
        0.15812531 = queryWeight, product of:
          3.9902744 = idf(docFreq=2222, maxDocs=44218)
          0.03962768 = queryNorm
        0.45816267 = fieldWeight in 730, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.9902744 = idf(docFreq=2222, maxDocs=44218)
          0.046875 = fieldNorm(doc=730)
  0.125 = coord(1/8)
    Abstract
    There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed
  3. Tergan, S.-O.: Misleading theoretical assumptions in hypertext / hypermedia research (1997) 0.01 
    0.0069712265 = product of:
  0.055769812 = sum of:
    0.055769812 = weight(_text_:studies in 2752) [ClassicSimilarity], result of:
      0.055769812 = score(doc=2752,freq=2.0), product of:
        0.15812531 = queryWeight, product of:
          3.9902744 = idf(docFreq=2222, maxDocs=44218)
          0.03962768 = queryNorm
        0.35269377 = fieldWeight in 2752, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.9902744 = idf(docFreq=2222, maxDocs=44218)
          0.0625 = fieldNorm(doc=2752)
  0.125 = coord(1/8)
    Abstract
    Outlines and reviews basic theoretical assumptions of research on learning with hypertext and hypermedia. Focuses on whether the results of research on hypertext / hypermedia-based learning support these assumptions. Results of empirical studies as well as a theoretical analysis reveal that many research approaches have been misled by inappropriate theoretical assumptions on the potential of structural and functional features of hypertext / hypermedia to support learning. Discusses theoretical shortcomings and outlines future research
  4. Picking, R.: ¬A comparative study of computer-based document manipulation techniques (1994) 0.01 
    0.0063469075 = product of:
  0.05077526 = sum of:
    0.05077526 = weight(_text_:case in 1491) [ClassicSimilarity], result of:
      0.05077526 = score(doc=1491,freq=2.0), product of:
        0.1742197 = queryWeight, product of:
          4.3964143 = idf(docFreq=1480, maxDocs=44218)
          0.03962768 = queryNorm
        0.29144385 = fieldWeight in 1491, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.3964143 = idf(docFreq=1480, maxDocs=44218)
          0.046875 = fieldNorm(doc=1491)
  0.125 = coord(1/8)
    Abstract
    Techniques to aid the manipulation of a computer based document were tested by a group of 38 novice users. The subjects were given a period of time to browse the document, and were subsequently given a set of goal related tasks in a questionnaire/answer session. The techniques tested were sequential paging, index referral, text fins and embedded hypertext links. 3 differing types of link mechansms were assessed and compared with each other. Sequential paging and index referral were the most commonly used of the techniques. Text find was employed more for goal related tasks than for browsing. The hypertext link technique was generally unpopular, especially for goal related tasks. In order to establish the importance of the text find technique, the effect on reading strategies without this facility was also investigated. For browsing operations, an increase in paging and decrease in hypertext linking was observed. In the case of goal directed searching, an increase was observed in paging and index referral techniques. The study calls into question the usefulness of hypertext in educational software

Authors

Years