Cognitive mapping architectures and hypermedia disorientation: an empirical study
Journal of Educational Multimedia and Hypermedia
Groupware for developing critical discussion skills
CSCL '95 The first international conference on Computer support for collaborative learning
The myth of navigating in hypertext: how a “bandwagon” has lost its course!
Journal of Educational Multimedia and Hypermedia
Designing multimedia for learning: narrative guidance and narrative construction
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Navigation and browsing in hypertext
Hypertext: theory into practice
Curriculum Sequencing in a Web-Based Tutor
ITS '98 Proceedings of the 4th International Conference on Intelligent Tutoring Systems
Adaptivity for Conceptual and Narrative Flow in Hyperbooks: The MetaLinks System
AH '00 Proceedings of the International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems
ICEC '05 Proceedings of the 7th international conference on Electronic commerce
Content design issues in adaptive hyperbooks
International Journal of Computer Applications in Technology
Content design issues in adaptive hyperbooks
International Journal of Learning Technology
MetaLinks: Authoring and Affordances for Conceptual and Narrative Flow in Adaptive Hyperbooks
International Journal of Artificial Intelligence in Education
Interface evaluation for invisibility and ubiquity: an example from e-learning
Proceedings of the 9th ACM SIGCHI New Zealand Chapter's International Conference on Human-Computer Interaction: Design Centered HCI
Display adaptation in nomadic environments
Proceedings of the 7th International Conference on Advances in Mobile Computing and Multimedia
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We described a formative evaluation of Tectonica Interactive, an introductory geology hyper-book that was authored and delivered using the MetaLinks software. MetaLinks is a framework and authoring tool for the creation of adaptive hypermedia documents that support the learner's exploration of richly interconnected material. The formative evaluation involved 19 subjects, and data was collected from navigation traces, a questionnaire, focus-group discussions, and think-aloud interviews. We interpret the results in terms of how the system addresses the issues of disorientation, cognitive overload, discontinuous flow (poor narrative flow or poor conceptual flow), and content non-readiness. We were interested in how features of the current implementation address these issues, and we were looking for evidence for the need of more advanced (adaptive and/or intelligent) features.