Abstract
From a user-centered point of view, learning with hypermedia educational software is mainly a matter of navigation in a corpus of knowledge. However, although navigating obviously requires minimal competences in both computer interaction skills and domain knowledge, yet most current models of navigational support rely on a presupposed degree of proficiency in both domains. We suggest that every learner using a new navigational based learning system needs to be supported by an initial phase of orientation and initiation in both spaces of interface and domain contents. Activity metaphors seem to be a convenient way of supporting learner's cognitive transfer from familiar to unfamiliar domain in particular to help them structure their dynamic progress through the different phases of learning. We will refer to activity theory as a framework to structure both the support of the user navigation and the description of the learning process. As an overall navigational metaphor we will draw on a travel metaphor interpreted as a quest of objects by subjects (Greimas' semio-narrative theory). Considering that navigational issues in learning must evolve from a focus on navigation in the interface to navigation in the domain contents, we propose a three-phases navigational model specific for educational software. Each of the three phases call for different navigational support with Adaptive Hypermedia Systems (AHS) as one of them.
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Linard, M., Zeiliger, R. (1995). Designing navigational support for educational software. In: Blumenthal, B., Gornostaev, J., Unger, C. (eds) Human-Computer Interaction. EWHCI 1995. Lecture Notes in Computer Science, vol 1015. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-60614-9_5
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DOI: https://doi.org/10.1007/3-540-60614-9_5
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