Hypermedia navigation: Profiles of hypermedia users     

Sasha A. Barab  Bruce E. Bowdish  Kimberly A. Lawless 《Educational technology research and development : ETR & D》1997,45(3):23-41

In this study we explored the use of log files as a window into the process of hypermedia navigation. Although there is a growing body of research addressing theoretical and design issues related to open-ended, non-directive technologies such as hypermedia, relatively few studies have attempted to explain navigational performance. Sixty-six undergraduate students used a multidimensional, computer-based kiosk that could be explored in a nonlinear fashion to find information in response to one of two information-retrieval tasks (simple or complex). Cluster analysis was used to generate performance profiles derived from navigational data captured in log files. Analyses of within-cluster performance profiles, combined with external validation criteria, led to the classification of four different types of navigational performance (models users, disenchanted volunteers, feature explorers, and cyber cartographers). These characterizations were consistent with information-retrieval scores and the external criteria (self-efficacy, perceived utility, and interest). For example, individuals who appeared to take the time to learn the layout of the kiosk also had the highest self-efficacy, while those who used the help screen and watched the most movies had the lowest self-efficacy. Results also demonstrated an interaction between various individual navigational profiles and type of information-retrieval task.  相似文献   

Understanding kiosk navigation: Using log files to capture hypermedia searches     

Sasha A. Barab  Bruce E. Bowdish  Michael F. Young  Steven V. Owen 《Instructional Science》1996,24(5):377-395

The purposes of these studies were to investigate: a) the role of different intentions for constraining kiosk searches; b) whether selected variables related to reading comprehension (e.g., prior content knowledge) were also related to document search; and c) the potential of log files (timed-stamped records of students' navigational choices in the kiosk) as a non-intrusive tool for seamlessly capturing navigational performance. In Study 1, 64 college students were recruited and randomly assigned to one of two conditions. Both groups used an identical computer kiosk. However, one condition used the kiosk to address a specific problem, while the other condition used the kiosk based on their own interests-no specific task was provided. A discriminant function analysis was able to improve prediction about the group membership by 79% (adjusted with Cohen's Kappa) over and above chance. In Study 2, 54 participants were randomly assigned a simple or complex task. Participants were pretested on prior topic knowledge and solutions were rated based on a composite of navigational scores. Although prior content knowledge and the interaction were not significant, the type of task assigned was related to the quality of solution. These results provide further reason to distinguish between document search and reading comprehension. Further, they suggest new tools for assessment (log files) that have implications for many computerized applications, including hypertext, hypermedia, and the World Wide Web.University of Connecticut at Storrs  相似文献   

GTravels towards Problem Based Learning in Medical Education (VPBL)     

Bowdish  Bruce E.  Chauvin  Sheila W.  Kreisman  Norman  Britt  Mike 《Instructional Science》2003,31(4-5):231-253

This paper reports the results and insights ofan exploratory investigation of theeffectiveness of a prototypic virtualproblem-based learning (VPBL) exercisedelivered via the WWW, that uses HypermediaAssisted Instructional Technologies (HAIT). The study targeted all first year medicalstudents at a south-central University Schoolof Medicine who were enrolled in the humanphysiology course during the Spring 2000 (n =150). A quasi-experimental, post-test onlyresearch design compared the VPBL and atext-based version of the same PBL exercise onstudents' achievement, as measured by a set ofselected physiology examination items, andtheir perceptions of the learning environment,as measured by the Teaching and LearningEnvironment Questionnaire (TLEQ) (Chauvin &Bowdish, 1998). Findings suggest that the VPBLis equally as effective as the text-basedversion for enhancing students' learning andtheir learning environment in small group, PBLsessions. In this paper, we examine theevidence supporting the VPBL innovation andexplore what constitutes necessary andsufficient evidence that an educationalinnovation should be incorporated appropriatelyinto the medical educational practice of aschool. We examine instructional design issuessuch as learner control, instructional control,and teacher and learner roles as related toinstructional development for the WWW, bycomparing and contrasting our observations ofthe VPBL design experiment with theprofessional literature.  相似文献