Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues (NATO ASI Subseries F:, 93)

Giardina, Max

ISBN 10: 354055811X / ISBN 13: 9783540558118

Edité par Springer, 1992

A propos de cet article

Zustand: Sehr gut | Seiten: 262 | Produktart: Sonstiges.

N° de réf. du vendeur 39402342/202

Détails bibliographiques

• Titre: Interactive Multimedia Learning Environments: Human Factors and Technical Considerations on Design Issues (NATO ASI Subseries F:, 93)
• Éditeur: Springer
• Date de parution: 1992
• Langue: anglais
• ISBN à 10 chiffres: 354055811X
• ISBN à 13 chiffres: 9783540558118
• Reliure: Couverture rigide
• État de l'article: Sehr gut
• Catalogues du vendeur:
  • Sonstiges

A propos de ce titre

Synopsis

The purpose of this book is to stimulate reflection on the different issues concerning the design, development and implementation of interactive multimedia learning systems. Multimedia, hypermedia and interactive systems more generally need to be examined in terms of underlying cognitive processes, interface characteristics, and theoretical principles regarding learner control of instruction. The papers in the book present a critical analysis of the multimedia design concept that reveal it to be still immature, sometimes ambiguous, and even confusing. Within this context a variety of different design dimensions are considered, such as those of interfaces, procedures, content, control and advisory processes. A central requirement is to define the interactivity concept, both to enable the learner and the system to collaborate through communication and to direct this communication in order to stimulate effective learning. Proposals made in the book include adaptive interfaces, interactive transactions, intelligent strategies, knowledge representation and student modelling.

Présentation de l'éditeur

The purpose of this book is to stimulate reflection on the different issues concerning the design, development and implementation of interactive multimedia learning systems. Multimedia, hypermedia, and interactive systemsmore generally need to be examined in terms of underlying cognitive processes, interface characteristics, and theoretical principles regarding learner control of instruction. This book is based on a NATO Advanced Research Workshop held in Quebec in 1991. The papers in the book present a critical analysis of the multimedia design concept that reveal it to be still immature, sometimes ambiguous, and even confusing. Within this contexta variety of different design dimensions are considered, such as those of interfaces, procedures, content, control, and advisory processes. A central requirement is to define the interactivity concept, both to enable the learner and the system to collaborate through communication and to direct this communication in order to stimulate effective learning. Proposals made in the book include adaptive interfaces, interactive transactions, intelligent strategies, knowledge representation, and student modeling.