Instructional designs for microcomputer courseware
Instructional designs for microcomputer courseware
Presentation design using an integrated knowledge base
Intelligent user interfaces
An architecture for knowledge-based graphical interfaces
Intelligent user interfaces
Communicative acts for explanation generation
International Journal of Man-Machine Studies
Intelligent multimedia presentation systems: research and principles
Intelligent multimedia interfaces
WIP: the automatic synthesis of multimodal presentations
Intelligent multimedia interfaces
Automating the generation of coordinated multimedia explanations
Intelligent multimedia interfaces
An exploratory study of user media preferences in a public setting
Journal of Educational Multimedia and Hypermedia
Information architecture for the World Wide Web
Information architecture for the World Wide Web
IEEE MultiMedia
Aesthetic Considerations Unique to Interactive Multimedia
IEEE Computer Graphics and Applications
A method and advisor tool for multimedia user interface design
International Journal of Human-Computer Studies
The Design Space of Information Presentation: Formal Design Space Analysis with FCA and Semiotics
ICCS '07 Proceedings of the 15th international conference on Conceptual Structures: Knowledge Architectures for Smart Applications
Confounding definitions: using a continuum to understand interactivity
Proceedings of the 27th ACM international conference on Design of communication
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Multimedia (MM) is a polysemous term, a term with many definitions, and in this case, many roots. In this paper, multimedia is defined as the seamless integration of two or more media. Each ancestor brings another requirement, muddying the field and making it difficult to work through. A multimedia taxonomy based on a previous media taxonomy is proposed to help organize the discipline. The taxonomy helps to classify the space called multimedia and to draw attention to difficult issues. The paper outlines the forms contributing to multimedia—text, sound, graphics, and motion—and aligns them with probable formats—elaboration, representation, and abstraction— and sets them within a context—audience, discipline, interactivity, quality, usefulness, and aesthetics. The contexts are more clearly defined in two areas: interactivity and the information basis for a discipline. Examples are presented describing the use of the taxonomy in the design and evaluation of student projects in a computer science-based multimedia course.