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Enhancing Learner-Centred Design of Hypermedia Artefacts Through Cognitive and Affective Indicators PROCEEDINGS

, Universidade Aberta, Portugal ; , , University of Lisbon - FCUL, Portugal

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper discusses some issues and research findings of the project we call
UNIBASE. In order to improve the learning processes through hypermedia technology,
we investigated the role of cognitive mapping and the application of certain cognitive
ambiguities and breakdowns. The addition of clear learning goals, explicitly expressed
through cognitive mapping tools, allowed students to acquire the right knowledge and
helped them adopt a productive strategy. Complementary to this elicitation process,
video information embedded in hypermedia learning environments was used to increase
the levels of attention and motivation, using devices such as movement, novelty and
appeal. Our aims were to explore and develop the application of innovative hypermedia
artefacts.

Citation

Bidarra, J., Chambel, T. & Guimarães, N. (2000). Enhancing Learner-Centred Design of Hypermedia Artefacts Through Cognitive and Affective Indicators. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 124-129). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2018 from .

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