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This research investigates the ways people learn from multimedia and how navigational patterns can be incorporated into the design structure. The paper begins with a discussion of present navigational research and then presents the results from the initial empirical work, including a pilot study of primary and secondary children using multimedia and a main study that looks at the ways adults use multimedia. A new classification for navigational patterns, developed from information in the initial study, is outlined. The following nine types of navigational patterns are described and compared with the work of other researchers: linear; linear extra; circular; star; star extra; hierarchical; hierarchical-extra; complex-chaotic; and complex-planned. The discussion then moves to learning strategy research. The following learning strategies developed from the research are linked to the navigational patterns and the work of other researchers: orientation; ordered/structured-linear, ordered/structured-circular; systematic/hierarchical; complex-random; and complex-planned. It is concluded that students have their own individual preferences in how they navigate through software and how they approach learning from it; benefits of multimedia include allowing a personalized pattern of work as well as the ability to progress at an individualized pace. (Contains 17 references.) (AEF)

Descriptors: Classification, Comparative Analysis, Computer Assisted Instruction, Computer Software Development, Design Preferences, Educational Research, Elementary Secondary Education, Foreign Countries, Hypermedia, Instructional Design, Learning Strategies, Multimedia Instruction, Multimedia Materials, Navigation (Information Systems), Use Studies, User Needs (Information)











Autor: Fenley, Sue

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9002&id=ED427701



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