Affordances for Learning in a Non-linear Narrative Medium

Diana Laurillard, Matthew Stratfold, Rose Luckin, Lydia Plowman, Josie Taylor

Abstract



Abstract: The World Wide Web has become a widely available platform for learning with hypermedia.
However, WWW hypermedia is often limited in both guidance and navigation support.
To improve hypermedia in these aspects, we propose a spatial hypermedia browser for educational purposes.
A prototype browser, named HyperMap, has been designed to integrate guided explorative browsing with external control over a learnerís navigation.
The flexible control by authors over navigation allows the integration of traditional courseware elements into hypermedia.
We explain how the direct manipulation authoring environment in HyperMap simplifies the construction of a curriculum in spatial hypermedia.
Object libraries and scripting of adaptive hypermedia objects help a HyperMap author to be productive.
We include recent follow-up field-tests at NTU that confirmed the effectiveness of learning with HyperMap spatial hypermedia.
The theoretical prospects of further integration of hypermedia with rules for intelligent tutoring are outlined as well.




Editors: Gerry Stahl (U. Colorado, USA).



Reviewers: Margaret Bearman (U. Monash, AU), Michel Crampes (Parc Scientifique George Besse, FR), Jay Lemke (City U. New York, USA), Ilana Snyder (Monash U., AU), Collaborative Knowledge Building Environments Seminar (U. Colorado, USA).




Interactive elements: System walkthrough and commentary of the MENO (Multimedia, Education and Narrative Organisation) system, as described in the article.




Interactive demonstrations:

View the full article: Full text PDF

How to cite: Laurillard, D.., Stratfold, M.., Luckin, R.., Plowman, L.. and Taylor, J.. 2000. Affordances for Learning in a Non-linear Narrative Medium. Journal of Interactive Media in Education 2000(2):2, DOI: http://dx.doi.org/10.5334/2000-2

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Copyright is retained by the author(s).

This article has been peer reviewed (journal peer review policy).

Published on 15 August 2000.

ISSN: 1365-893X | Published by Ubiquity Press | Creative Commons License This work is licensed under a Creative Commons License.