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Abstract

Most existing hypermedia authoring systems are intended for use on desktop computers. These systems are typically designed for the creation of 2D documents and therefore employ 2D authoring mechanisms. In contrast, authoring systems for nontraditional multimedia/hypermedia experiences for 3D virtual or augmented worlds focus mainly on creating separate media objects and embedding them within the user's surroundings. As a result, linking these media objects to create 3D hypermedia is a tedious manual task. To address this issue, we present an authoring tool for creating and editing linked 3D hypermedia narratives that are interwoven with a wearable computer user's surrounding environment. Our system is designed for use by authors who are not programmers, and allows them to preview their results on a desktop workstation, as well as with an augmented or virtual reality system.

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Abstract

The design and development of web-based educational systems for people with special abilities have recently attracted the attention of the research community. However, although a number of systems that claim to meet accessibility needs and preferences are proposed, most of them are typically supported by hypermedia and multimedia educational content that is specially designed for the user targeted group. Such approaches prevent their user groups (both learners and their tutors) from accessing other available resources. Therefore, it is important to be able to built generic e-learning systems that would allow the reuse of existing learning resources in different accessibility demanding applications. To this end, in this article we propose a methodology for defining an accessibility application profile that captures the accessibility properties of learning objects in a standard form and we examine its application to the IEEE Learning Object Metadata (LOM) standard.

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Abstract

This paper presents our approach of using hypertext representations to support a scholar in the early stages of a scholarly writing process. We take D. A. Schoen's model of design as a theoretical framework. Schoen views design as a reflective conversation with the materials of a situation, where the designer interacts with the materials, such as pen and sketch on a sheet of paper, in the reflection-in-action process. The designer acts and reflects almost simultaneously; acting on external representations, interpreting emerging representations, and reacting to them. We argue that a scholar needs to engage in two different types of representations in the reflection-in-action process: external representations for thinking about the problem, and representations for expressing a solution in a publishable form. The former does not necessarily precede the latter; rather, the two representations coevolve through the reflection-in-action process. Our approach uses hypertext representations as a means to interact with in the early stages of scholarly writing both for thinking about the problem and for expressing a solution. Hypertext representations have long been studied in their relation to supporting human intellectual work; our approach, however, is unique in providing the two representations with a specific concern for supporting reflection-in-action by applying the concept called ART (Amplifying Representational Talkback) as an interaction design principle. Based on this framework, we have developed ART014, a tool for scholarly writing. ART014 simultaneously supports two types of hypertext representations: a column-based network hypertext representation and a spatial hypertext representation. The two representations are located side by side, and integrated when an interaction with one representation is reflected in the visual presentation of the other. Although a user operates on the same set of objects through the two representations, the user expresses relationships among the objects independently in the two representations. We present a scenario to illustrate in detail how the design concepts underpinning ART014 supports scholarly writing. This paper then discusses our approach from three viewpoints by using the scenario: use of the two representations, engagement in reflection-in-action, and modes of authoring. The paper concludes with a description of future directions.

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Abstract

This paper introduces the notion of context-aware mobile hypermedia. Context awareness means to take the users' context such as location, time, objective, community relations, etc., into account when browsing, searching, annotating, and linking. Attributes constituting the context of the user may be sensed automatically and/or be provided by the user directly. When mobile, the user may obtain context-aware hypermedia support on a variety of small and medium sized computing platforms such as mobile phones, PDAs, tablet PCs, and laptops. This paper introduces the HyCon (HyperContext) framework with an architecture for context-aware hypermedia. The architecture includes interfaces for a sensor tier encapsulating relevant sensors and represents the hypermedia objects in structures based on the XLink and RDF standards. A prototype called the HyConExplorer created with the framework is presented, and it is illustrated how the classical hypermedia features such as browsing, searching, annotating, linking, and collaboration are supported in context-aware hypermedia. Among the features of the HyConExplorer are real-time location-based searches via Google collecting hits within a specified nimbus around the user's GPS position. Finally, the use of scenarios for and evaluation of the use of the HyConExplorer in public school projects are discussed.

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Abstract

The reader of a hypertext document in a web environment, if maximum use of the document is to be obtained, must visualize the overall structure of the paths through the document as well as the document space. Graphic visualization displays of this space, produced to assist in navigation, are classified into four groups, and Heo and Hirtle compare three of these classes as to their effectiveness. Distortion displays expand regions of interest while relatively diminishing the detail of the remaining regions. This technique will show both local detail and global structure. Zoom techniques use a series of increasingly focused displays of smaller and smaller areas, and can reduce cogitative overload, but do not provide an easy movement to other parts of the total space. Expanding outline displays use a tree structure to allow movement through a hierarchy of documents, but if the organization has a wide horizontal structure, or is not particularly hierarchical in nature such display can break down. Three dimensional layouts, which are not evaluated here, place objects by location in three space, providing more information and freedom. However, the space must be represented in two dimensions resulting in difficulty in visually judging depth, size and positioning. Ten students were assigned to each of eight groups composed of viewers of the three techniques and an unassisted control group using either a large (583 selected pages) or a small (50 selected pages) web space. Sets of 10 questions, which were designed to elicit the use of a visualization tool, were provided for each space. Accuracy and time spent were extracted from a log file. Users views were also surveyed after completion. ANOVA shows significant differences in accuracy and time based upon the visualization tool in use. A Tukey test shows zoom accuracy to be significantly less than expanding outline and zoom time to be significantly greater than both the outline and control groups. Size significantly affected accuracy and time, but had no interaction with tool type. While the expanding tool class out performed zoom and distortion, its performance was not significantly different from the control group.

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Date

22. 3.2009 12:51:47

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Date

12. 8.2012 18:05:22