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ERIC Number: ED388282
Record Type: RIE
Publication Date: 1994
Pages: 7
Abstractor: N/A
Hypermedia Representations for Learning: Formal and Informal Observations on Designs and Directions.
Parkes, A. P.
This paper focuses on issues of representation and interaction styles that are relevant considerations in the design and analysis of hypermedia learning environments. Analysis is supported by examples from the "HUGH" series of studies involving learners in reasoning about formal hypermedia representations. The representational issues include analogical representations versus fregeian representations, multiple representations versus single representations and replete representations versus minimal representations. Analogical representations are those in which relationships in the represented entity are symbolized by actual relations, as opposed to names of relations. Another critical design issue is whether the user is provided with one representation or several, one encoding expressed in one medium or several encodings expressed in a variety of media. Another issue for consideration of representation style is a minimal design approach to prevent information overload that might occur with replete representations. Additional issues include the extent to which the imposition of additional constraints can be a useful feature and whether users learn more from exploring a representation or from building on for themselves. (Contains 20 references.) (AEF)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Educational Multimedia and Hypermedia, 1994. Proceedings of ED-MEDIA 94--World Conference on Educational Multimedia and Hypermedia (Vancouver, British Columbia, Canada, June 25-30, 1994); see IR 017 359.