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Journal of Educational Multimedia and Hypermedia

July 2005 Volume 14, Number 3


Gary H. Marks

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Table of Contents

Number of articles: 5

  1. The Effects of Presentation Format for Behavior Modeling of Interpersonal Skills in Online Instruction

    Min Young Doo, James Madison University, United States

    The purpose of this study was to identify the most effective model presentation format in behavior modeling to teach interpersonal skills in online learning environments. Four model presentation... More

    pp. 213-235

  2. Applying the Technology Acceptance Model to Educational Hypermedia: A Field Study

    Yuan Gao, Ramapo College of New Jersey, United States

    ** Invited as a paper from ED-MEDIA 2004 ** This paper applies the technology acceptance model (TAM) to an online course companion site of a textbook to be used by participants in this study. ... More

    pp. 237-247

  3. What is video good for? Examining how media and story genre interact

    Matthew J. Koehler, Aman Yadav, Michael Phillips & Sean Cavazos-Kottke, Michigan State University, United States

    Research suggests that that the educational value of a media format depends upon the ways in which its representational affordances interact with complex features of the learning environment,... More

    pp. 249-272

  4. Adventures in Evaluation. Reviewing a CD-ROM Based Adventure Game Designed for Young People Recovering from Psychosis

    Bradley Shrimpton, The University of Melbourne, Australia; Rosalind Hurworth, University of Melbourne, Australia

    "** Invited as a paper from ED-MEDIA 2004 **" Recently the Centre for Program Evaluation (CPE) at the University of Melbourne was approached by a mental health agency to undertake the fascinating... More

    pp. 273-290

  5. Concept Mapping: A Unique Means for Negotiating Meaning in Professional Studies

    Gregory R. MacKinnon, Acadia University, School of Education, Canada; Mike Keppell, Hong Kong Institute of Education, Hong Kong

    Abstract Concept mapping (Novak & Gowin, 1984) has been used extensively as a graphic organiser in classroom teaching. This paper addresses two particular approaches to using concept mapping... More

    pp. 291-315