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The aim of this study is to stimulate the conceptual, procedural and attitudinal understanding of technical career students who take subjects considered as complex technologies such as Programming applying problem solving (PS), programming case study (PCS), OnlineGDB compiler, and the use of IT as a support for education. The Object Oriented Hypermedia Design Method (OOHDM) and the CROA methodology have been applied in a harm organized way for the creation of learning objects (LO) and the production of an online course of Algorithms and C/C++ Programming Language, as a test concept, uploaded on the SELI platform and on the Google Classroom platform. The assessments more than using the classic questionnaires, the problem solving was applied with the OnlineGDB compiler within a Constructivist model. For the evaluation of the usability of the course, the COdA matrix was applied. The results show, on the one hand, the validated theoretical and practical methodological procedure, and on the other hand, they show the satisfaction of the students with respect to the organization, content, functionality of the course and the development of skills and abilities in the Programming area. The joint application of the OOHDM and CROA methodologies allow the educational materials of online courses on complex technologies to be structured systematically and pedagogically on e-learning platforms for active learning.

Submitted by DANILO LEME BRESSAN null (estufadodanilo@gmail.com) on 2016-03-28T19:37:06Z No. of bitstreams: 1 1-dissertacão_formatada_depois_defesa.pdf: 8532433 bytes, checksum: e0d94a5a0faa1c8b8ee63f71f6d7fa44 (MD5) Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-29T18:08:13Z (GMT) No. of bitstreams: 1 bressan_dl_me_bauru.pdf: 8532433 bytes, checksum: e0d94a5a0faa1c8b8ee63f71f6d7fa44 (MD5) Made available in DSpace on 2016-03-29T18:08:13Z (GMT). No. of bitstreams: 1 bressan_dl_me_bauru.pdf: 8532433 bytes, checksum: e0d94a5a0faa1c8b8ee63f71f6d7fa44 (MD5) Previous issue date: 2016-02-29 O trabalho apresenta estudos sobre os elementos audiovisuais e de design em revistas digitais hipermidiáticas. O objetivo é revisar conceitos relacionados ao tema, caracterizar os diferentes tipos de revistas digitais, explorar os recursos envolvidos em seu processo de desenvolvimento e, ao final, apresentar um protótipo de revista digital hipermidiática elaborado a partir de uma edição da revista “UNESP Ciência”. O embasamento metodológico do trabalho inclui uma pesquisa exploratória com revisão de bibliografia sobre design editorial, design de interação e usabilidade em interfaces digitais interativas e, também, uma análise de revistas digitais selecionadas disponíveis no mercado. Para o desenvolvimento de uma edição original da revista, foram empregadas técnicas de modelagem de produtos editoriais para mídias digitais e de prototipagem de publicações com uso do software Adobe® InDesign e do plugin nativo Adobe® Digital Publishing. Desta forma, o trabalho pretende apresentar um exemplar original de revista digital hipermidiática e contribuir, assim, para a compreensão e o exame dos processos de desenvolvimento de produtos editoriais para dispositivos móveis. This work studies and explores audiovisual aspects and other elements in the design of hypermedia digital magazines. The aim is to review concepts related to the topic, characterize different types of digital magazines, explore the resources involved in their development process and, ultimately, present a hypermedia digital magazine prototype made from an edition of the “UNESP Ciência” magazine. The methodological basis of this work includes literature review on editorial design, interaction design and usability in interactive digital interfaces, as well as an analysis of selected digital magazines available on the market. For the development of an original issue of the magazine, were applied modeling techniques for digital publishing and media prototyping with the use of Adobe® InDesign software and its native plugin Adobe® Digital Publishing. As a result, is presented an edition of an hypermedia digital magazine, with a contribution for the understanding and examination of the development processes of such editorial products adapted to mobile devices.

Culturally adapted hypermedia design attracts increasing scientific attention. Complementing the conventional human-computer interaction studies we investigate the current state of companies’ cultural adaptation of their websites. This study evaluates a sample of 215 websites with respect to design and navigational aspects. Subsequently, we discuss the possibilities of structuring hypermedia and enabling the adaptation to culturally bounded user expectations. Moreover, we introduce metrics for assessing navigational burdens and outline the advantages of multi-trees for structuring hypermedia.

This paper presents a project directed towards the production of a book in two versions, printed and digital, with the provisional title of “Design, Education and Technology: support for teaching Hypermedia Design, which constitutes a didactic material to support teaching and research activities for the Design area. The starting point was the work by Dr. Cristina Portugal, funded by National Council for Scientific and Technological

Global comparisons of learning from hypertext/hypermedia and traditional presentation formats like text have yet failed to show major advantages concerning the effectiveness of hypermedia learning. Thus, it is proposed in the current paper to evaluate hypermedia environments more specifically with regard to their potential to implement and support well-defined learning approaches. According to this view, an effective hypermedia design needs to be based on thorough cognitive task analyses with regard to structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated by two experiments in which we explored the instructional potential of hypermedia environments for improving schema acquisition from worked-out examples. A cognitive task analysis was used to identify specific types of information comparisons that are crucial for successful schema induction and that might be effectively supported by suitably designed hypermedia environments. The experiments investigated two methods for enhancing comparison processes in hypermedia-assisted learning from worked-out examples, namely, elaboration prompts and an interactive comparison tool. Both methods improved performance for near-transfer problems. Ways of extending this task-analytical approach to facilitating far transfer are also discussed.

Hypermedia learning environments such as the World Wide Web and CD based multi media encyclopedias are extensively used in education, frequently with the intent of helping students learn challenging educational subjects. However, we caution educators, instructional designers, and researchers not to be seduced by design approaches for hypermedia environments that allow learners to access, manipulate, or restructure multiple representations of information while receiving little or no scaffolding during learning. As the authors of this special issue demonstrate, learning with hypertext and hypermedia is challenging for learners of all ages and that systematic and carefully designed research is needed in order to contribute to our understanding of how to promote learning with non linear systems such as these. We further argue that hypermedia design approaches should be informed by empirical research with multiple methodologies from various disciplines rather than adopting ad hoc or intuition-based approaches to designing and evaluating educational hypermedia. Furthermore, our conceptions and formulations of scaffolding have deviated from the original conception (i.e., Wood et al. 1976) of the construct so much that there is some confusion and a general lack of synthesis regarding the nature, role, and effectiveness of scaffolding in learning with hypermedia (see Azevedo and Hadwin 2005; Jacobson, this volume). What we need is a concerted effort by researchers from various fields to conduct theoretically-driven laboratory and classroom research from which to draw scientifically-based principles for the design of hypermedia-based learning environments intended to foster students' learning about complex and challenging topics. The papers in this special issue hopefully represent principled steps towards addressing such issues. The goal of this article is to summarize the papers in this volume, and to

Aiming to expose guidelines and procedures that lead to an efficient implementation of sound elements into interfaces, and given the need to develop a formal understanding of audio applications in interactive systems, this study presents the Dynamic Audio Application Guide. From the proposed methodology by Jesse James Garrett, the Dynamic Audio Application Guide was created, which aims to systematize and simplify the process of creation, production and implementation of sound into interactive systems. The guide is intended to highlight the important role played by sound in immersion and interaction processes.

In this paper we show our approach to the automatic generation of modelling environments for Visual Languages (VLs) supporting multiple views. The approach is based on the meta-modelling tool AToM3. Starting from a meta-model description of the VL and its views, a customized modelling environment is generated. Consistency between views is supported by the automatic generation of triple graph grammar rules that build a unique model “gluing” all the view models. Moreover, the generated environments allow taking basic static metrics of the models. Extreme values of the metrics may trigger heuristics for the refactoring of the models. These heuristics are formalized in the form of graph grammar rules. We show the application of these concepts in the area of hypermedia design by generating an environment for the Labyrinth VL.

In this paper we present a model and an adaptation architecture for context-aware multimodal documents. A compound virtual document describes the different ways in which multimodal information can be structured and presented. Physical features are associated to media instances, while properties describe the context. Concrete documents are instantiated from virtual documents by selecting and synchronizing proper media instances based on the user context: the situation, the environment, the device and the available communication resources. The relations between the context features and the media properties are described by a rule based system.

The unique characteristics of routine-reproductive and adaptive-creative expertise were examined in the protocols of three expert hypermedia designers. It was expected that it would be possible to differentiate routine-reproductive expertise from adaptive-creative expertise in the planning phases of hypermedia design. One designer's protocol corresponded well with characteristics unique to routine-reproductive expertise; only three of that designer's replies were coded as adaptive-creative responses. Two of the designers' protocols corresponded well with the unique characteristics of adaptive-creative expertise, and none of their responses was coded as routine-reproductive. The distinction between the two types of expertise is supported in this rapidly evolving new domain.

One approach to instruction based on a "learner-centered" view of learning is to provide rich environments in which learners can actually build their own knowledge. Therefore only educational software, carefully designed, can improve the efficiency of courseware. Within this framework, the World Wide Web provides a unique support for course material. Using a generalized hypermedia instructional design methodology, we integrated a hypermedia instructional module with simulation additional tools into an academic information system. This academic information system is a computer-supported environment in which collaborative discourse is the primary medium for knowledge advancement in the area of power electronics. It can be explored by learners in that they have both contextual access to knowledge displayed in a hypertext format and access to real experiences by means of simulation. In this article, we present an object-orientated approach that integrates the complete graphic user interface development.

In this paper we describe the design and deployment of an Enterprise Knowledge Portal in the Brazilian subsidiary of the Xerox Corporation. The first unique feature of this project is the use of the Object Oriented Hypermedia Design Method (OOHDM) as a tool to design a portal, which is seen as an instance of a Web-based Knowledge Management application. The second unique feature is the use of a customized business game devised to trigger changes in corporate culture that lead to the adoption of the portal as a tool to support everyday activities. We describe the technical specification of the portal as a Web application, and discuss the business game and its deployment, reporting on the experience gathered from the whole project. Copyright © 2002 John Wiley & Sons, Ltd.

This paper examines a relatively recent development in the field of CALL (Computer Assisted Language Learning): the emergence of network-based hypermedia learning environments (HLEs) designed to facilitate SLA. Drawing on research from a number of fields, the author attempts to identify the major factors that have influenced the development of hypermedia environments for language learning. In the above context, a number of educator created ESL websites will also be examined, in an attempt to highlight the characteristics of effective hypermedia design. The final part of this paper will identify areas of possible future development in ESL-based hypermedia design.

This paper describes the authors’ efforts to codify and organise a wide range of design guidance, consisting of principles, guidelines, design methodologies and models. This involved the construction of a taxonomy of design guidance for hypermedia. The authors describe the procedure used to create a taxonomy of design guidance, and the taxonomy itself is given. The problems inherent in the construction procedure are illustrated, and ways in which the resulting taxonomy might be improved are considered.

Concept mapping is a powerful technique that allows learners to gain a better overview and understanding of structural characteristics of a knowledge domain. Furthermore, the structural correspondence between concept maps and hypermedia enables one to use concept mapping as a hypermedia design technique. Creating concept maps is an intellectual process, and as such may very well be influenced by individual cognitive characteristics. In this research the creation of concept maps is correlated with the cognitive styles identified by Pask. Consequences for a new hypermedia design methodology are drawn. More advanced concept mapping tools are identified.

The purpose of this study was to investigate the effects of hypermedia content-structure focusing on learners’ structural knowledge acquisition, retention, and disorientation. Sixty-one students volunteered to participate in the study. A Completely Randomized Multivariate Analysis of Variance (MANOVA) design with two groups of participants was used to test all hypotheses. The results of the study suggest that, when a learner’s attention is at least partially focused on the structural aspects of a hypermedia lesson, hypermedia disorientation will decrease and structural knowledge acquisition and retention will increase. Rationale for these findings are provided, and the implications for hypermedia design are discussed.

Navigation - browsing from one related piece of information to another - is an important means of accessing information for a large class of applications: hypermedia, object-oriented databases, multimedia databases, and even traditional systems. In this article, we discuss a variety of sophisticated navigation paradigms. We distinguish among free, guided tour, and history-based navigation. In addition, we discuss integrating pure browsing with query-based access. We discuss static and dynamic models of the various navigation patterns, highlighting the fact that defining an adequate browing semantics requires a data model and a runtime model, both of which are more complex than those commonly found in hypermedia or databases. We illustrate these concepts with examples from a real-life banking application.

This article examines research literature on educational hypermedia design and divides the literature into two groups, one advocating no author control of the user's path through the material, the other advocating varying degrees of control. The no control researchers’ work is determined to be lacking in audience and goals analyses as well as results evaluation while the researchers advocating control lack grounding in theory.

Hypertext development should benefit from a systematic, structured development, especially in the case of large and complex applications. A structured approach to hypertext development suggests the notion of authoring-in-the-large . Authoring-in-the-large allows the description of overall classes of information elements and navigational structures of complex applications without much concern with implementation details, and in a system-independent manner. The paper presents HDM (Hypertext Design Model), a first step towards defining a general purpose model for authoring-in-the-large. Some of the most innovative features of HDM are: the notion of perspective ; the identification of different categories of links (structural links, application links, and perspective links) with different representational roles; the distinction between hyperbase and access structures ; and the possibility of easily integrating the structure of a hypertext application with its browsing semantics. HDM can be used in different manners: as a modeling device or as an implementation device. As a modeling device, it supports producing high level specifications of existing or to-be-developed applications. As an implementation device, it is the basis for designing tools that directly support application development. One of the central advantages of HDM in the design and practical construction of hypertext applications is that the definition of a significant number of links can be derived automatically from a conceptual-design level description. Examples of usage of HDM are also included.

The paper proposes a semiotic framework inspired to the Generative Trajectory of Meaning by A.J. Greimas to the design and analysis of hypermedia. The framework is structured into four levels of signification and allows the designer to control the semantic coherence and optimize the communication during the hypermedia development. We investigate its practical feasibility by constructing an instructional hypermedia regarding a collection of ancient mosaics from a roman villa. Our results indicate that the proposed approach opens novel perspectives, and looks promising towards the definition of semiotic methodologies of hypermedia design.

The paper proposes a semiotic model inspired to the narrative, structural framework by A.J.Greimas, and applied to the design and analysis of a hypermedia. The framework is structured into four levels of signification and allows for a constructive process of semantic aggregation. We follow such a process in order to explore the conceptual organization of the model. We construct a hypermedia regarding a collection of ancient mosaics from a roman villa. Our results indicate that the proposed approach opens novel perspectives, and looks promising towards the definition of semiotic methodologies of hypermedia design.

Adaptation techniques often consider applications developed for single users and static scenarios. With the evolution of collaborative environments and the widespread use of mobile technologies, adaptation must take into account the use of systems at any time, anywhere and in a collaborative way. This work suggests a way to extend the Adaptive Semantic Hypermedia Design Model to include these new dimensions.

This experimental study was designed to compare three different types of hypermedia display interfaces in hypermedia design. They are: (1) browser-scroll, (2) frame-based, and (3) popup-window interfaces. This study also investigated the potential interaction between the interface and students' prior knowledge, since prior knowledge has long been considered an important learning variable for acquiring new information. 145 undergraduate students participated in the study. A statistical multivariate analysis of variance (MANOVA) was performed to analyze collected data. Results showed significant main effects of the independent variables in all the criterion tests except for the treatment effect on the comprehension test.

Traditionally, the development of virtual environments has been tightly dependent on the programmer’s skills to manage the available toolkits and authoring systems. In such a scenario, the discussion of different design alternatives, future changes and maintenance, interoperability, and software reuse are all of them costly and quite difficult. In order to overcome this unsystematic and technology-driven process, conceptual modeling has to be included just before the implementation phase to provide a shared representation language that facilitates the communication among the different team members, including stakeholders, as well as the reuse and redesign for future requirements since conceptual models hide implementation details and constraints, and are cheaper and easier to produce than prototypes. As a first attempt to attain these aims, this chapter presents the basis of a constructional approach for the VE conceptual modeling through a set of complementary design views related to the VE components and functions. Moreover, we explore how these design issues might be addressed by hypermedia modeling techniques, given the similarities between these two kinds of interactive systems and the maturity reached in hypermedia development.

Structural computing consists of both theory and practices to support all hypertext domains in a native way. Component-Based Open Hypermedia Systems (CB-OHS) constitute the incarnation of this discipline. Nevertheless, CB-OHSs lack support for hypermedia design. This paper describes the process of structural analysis. Moreover, it studies the design of a UML class diagram by examining popular hypertext systems, asserts the significance of this approach in structural computing and presents some discoveries found.

This paper presents a synchronization model for hypermedia presentations. Several media, continuous, like video and audio files, and non-continuous, like text pages and images, are delivered separately in a distributed environment like the World Wide Web, and presented to the user in a coordinated way. The model is based on a set of synchronization relationships which define media behavior during presentation playback, channels in which to play them, and the effects of user interaction. The model is suited for a wide range of applications, among which self and distance education, professional training, Web advertising, cultural heritage promotion and news-on-demand are good representatives. The model is formally described in terms of changes in the presentation state due to media-related events. A virtual exhibition is analyzed as a test bed to validate the model.

In this paper we present the SIRBeC web site, designed and implemented by CNR - ITC for the Cultural Department of Lombardy in northern Italy. This site allows the consultation, through texts and images, of the cultural heritage present in the Region. The main characteristics of the SIRBeC system are shown, with particular attention for the procedure integrating geographic interrogation of georeferential data with a standard textual query environment. SIRBeC web site, cultural heritage, web design.

The conventional tools and methods that are used widely in software design are not adequate for expressing the complexity and flexibility of hypermedia artifacts. Visual, distributed, interconnected and knowledge dense character of hypermedia environments, require a revision over the traditional software design tools and concepts. In this work we will specify some aspects of hypermedia that are hard to be modeled with the state of the art approaches and propose some strategies that can help to overcome the problems.

A number of studies in traditional class based education show that students whose learning styles match with the instructional approach “tend to retain information longer, apply it more effectively, and have more effective post course attitudes towards the subject than do their counterparts who experience learning/teaching mismatch. Thus, the goals of a “good instructor” should be both to adapt, at some degree and at least part of the time, his or her instructional approach according to students’ learning preferences, and to help students build their skill in their preferred and less preferred learning modes. Taking for granted that in a “student-centered” hypermedia learning environment, learning preferences and design of hypermedia learning applications should be also related, this paper aims to define the structure of the hypermedia design patterns that provide solutions to the problem of how to best support learning preferences via educational hypermedia applications and more specifically via adaptive/adaptable educational hypermedia applications.