Design of Hypermedia Publications: Issues and Solutions

Computers in Human Behavior, 1995

Although the term multimedia has been used for decades, its origin might be traced back to eras which precede the advent of the microprocessor. Historically, usage of the term characterized those situations which employed multiple audio and/or video devices (such as slide projectors, video players/monitors, audiotape decks, synthesizers, and other stand-alone hardware) in a variety of instructional and noninstructional settings. With the arrival of the microcomputer, however, these devices were modified such that they could be programmed and controlled automatically. This capability to store and recall upon demand various combinations of settings has added new meaning to the term multimedia and currently depicts its more recently popular definition (Burger, 1993). The current notion of hypermedia is formed by the confluence of two very different streams of development. One branch, multimedia, has media (and media research) as its source. The provenance for the other, hypertext, is computer science or, more specifically, the engineering ancestors of computer science. The apparent fusion of hypertext and multimedia into the term hypermedia implies a link between the two streams that is misleading. The two thrusts were spawned from different perceived needs and, until very recently, were largely developed with little knowledge of each other. Since the underlying intentions and subsequent development of each are important to education and training, it is worth briefly summarizing their histories.

This paper presents a synthesis of how the use of interactive multimedia, hypermedia, interfaces has changed the classical dynamics of human communications creating a new paradigm. Moreover, it describes the different aesthetic, narrative, emotional and value elements that compound the hypermedia interface.

1999

Jurnal Pendidikan Teknologi Informasi dan Vokasional, 2020

This research is based on the need to design learning media that can make students can interact with learning media, can be used easily, and can be used at any time in biology learning. The purpose of this research is to create biology learning media in the form of interactive multimedia based on hypertext that is feasible for use in learning. The research method used in this research is Lee & Owens development model which consists of 4 steps namely analysis, design, implemnetation and development, and evaluation. The resulting development product is interactive multimedia. Based on the description of the results and discussions, it can be concluded that hypertext-based interactive multimedia is categorized as very feasible with an average validity percentage of media experts of 83.3%, material experts of 88.19%, and students of 95.83%. These results show that hypertext-based interactive multimedia developed is very feasible to be used in biology learning, believed to facilitate the achievement of learning objectives, increase interest, motivation, mastery of concepts, and student learning outcomes.

1998

In order to facilitate adaptability of hypermedia documents a distinction is often made between the underlying conceptual structure of a document and the structure of its presentation. This distinction enables greater variety in how a presentation can be adapted to best convey these underlying concepts in a given situation. What is often confusing for those applying this distinction is that although both levels of structure often share similar components: transformation form the storage of a document to its presentation sometimes occurs directly between these similar components and sometimes does not. These similarities typically fall in the categories of space, time and relationships between document portions. This paper identifies some primary similarities between the structure of hypermedia storage and presentation. It also explores how the transformation from storage to presentation often does not follow these similarities. This discussion is illustrated with the Fiets hypermedia application, which addresses the issues of storage, presentation and transformation using public domain formats and tools. The intention is to help authors who separate storage from presentation to better understand this distinction.

Communications of the ACM, 1995

Design-oriented evaluation evolved out of our experience both in developing several hypermedia applications, and systematically inspecting and evaluating many commercial applications and prototypes. We evaluate an application by its very nature, our method addresses neither software design (which can be evaluated with general software evaluation techniques), nor how well the application relates to a domain or to specific user needs (a main concern of other usability evaluation techniques). Our approach complements more general evaluation methods for the field of hypermedia. In this article we describe our design-oriented evaluation method and apply it to a highly popular commercial application: Microsoft's Art Gallery, a hypermedia guide to the National Gallery in London's painting collection. Art Gallery is an outstanding and enjoyable application. Initially designed only for the museum's visitors , it is now widely available as a CD-ROM . We also discuss aspects of reuse in hypermedia applications and propose some initial suggestions for designing for reuse. We have identified several dimensions for analyzing a hypermedia application: content, structure, presentation, dynamics, and interaction. • Content: The pieces of information included in the application. These may consist of static (passive) media (such as formatted data, text strings, images, and graphics) or active (dynamic) media (such as video clips, sound tracks, and anima-74

System Sciences, 1994. …, 1994

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Choice Reviews Online, 1991

Computers & Education, 1997

This paper is a description of a pilot study that compared the relative effectiveness of three versions of a hypermedia system (Text, Sound/Text, Sound) designed to permit inservice teachers to learn instructional design from a computer. Analysis of the test data of twenty-seven participants showed that learning was greatest in the Sound version. Results of the interviews indicated that those working with sound could focus their attention on the critical information needed to make successful interpretations. Participants working in the Text and Sound/Text versions of the system, however did not learn as much and stated their displeasure with reading so much text from the screen, despite the presence of three graphical browsers. Recommendations for revisions to the materials and test items arc suggested. 0 I997 Elsevier Science Ltd