By Topic

Structural and navigational analysis of hypermedia courseware

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$33 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

3 Author(s)
Chuen-Tsai Sun ; Dept. of Comput. & Inf. Sci., Nat. Chiao Tung Univ., Hsinchu, Taiwan ; Chien Chou ; Bing-Kuen Lin

In addition to providing flexible access to instructional information and supporting convenient learning styles, educational hypermedia offers a nonsequential information presentation that markedly differs from conventional instructional systems. Many pedagogical issues are attributed to the nonlinear structures of educational hypermedia systems. Consequently, an ideal educational hypermedia system should provide navigation guidance, knowledge construction assistance and courseware analysis tools. By emphasizing courseware structure and navigational behavior in an educational hypermedia environment, this work presents several algorithmic analytical models of ideal educational hypermedia systems. Three graph algorithms are educational hypermedia analysis are used to identify courseware structures: minimum cut-set, strongly connected components and cut vertex. The algorithms allow one to construct a knowledge hierarchy, analyze a courseware network to determine whether it is well-structured and automatically generate a hierarchical guidance map to help users navigate in a hypermedia environment. This work also provides two quantitative measures, Hyper Degree and Hyper Distance, to describe further navigational behavior in hypermedia environments. After performing instructional experiments, the above methods were applied to the accumulated data

Published in:

IEEE Transactions on Education  (Volume:41 ,  Issue: 4 )