TY - GEN
T1 - Polymorph navigation utilizing domain-specific metadata
T2 - 29th European Conference on Cognitive Ergonomics, ECCE 2011
AU - Neubauer, Matthias
AU - Stary, Christian
AU - Oppl, Stefan
N1 - Funding Information:
Marouf Hasian,Jr. is assistant professor in the Department of Communication at the University of Utah. Earlier versionsofthisessaywerepresentedataUniversityofWisconsincolloquiumandatthe1996Annual Conventionof the Western States Communication Association in Pasadena, California. Some of the researchfor this essaycame from grantsfrom the Public Programs College at Arizona State University and a University research grant from the University of Utah. The author would like to thank Ramsey Eric Ramsey, the rhetoricians at the University of Wisconsin, and the anonymous reviewersfor The QuarterlyJournal of Speechfor their helpful insights.
PY - 2011
Y1 - 2011
N2 - Interactivity has become a crucial issue in most domain-specific applications. For content-rich applications navigation can be designed in a user-centered way utilizing metadata. In this way standard access facilities can be enriched using inherent domain structures. They enforce systemic understanding and support individualized learning management. In case the latter is enhanced through coupling communication facilities directly to content elements, learners can be encouraged to share individual perspectives on the provided content. In this paper we introduce and compare two different navigation design solutions that even can be used complementary. Our empirical findings indicate that learners appreciate the intertwining of linear browsing and association-based selection, as they need various structures to keep control over their learning process.
AB - Interactivity has become a crucial issue in most domain-specific applications. For content-rich applications navigation can be designed in a user-centered way utilizing metadata. In this way standard access facilities can be enriched using inherent domain structures. They enforce systemic understanding and support individualized learning management. In case the latter is enhanced through coupling communication facilities directly to content elements, learners can be encouraged to share individual perspectives on the provided content. In this paper we introduce and compare two different navigation design solutions that even can be used complementary. Our empirical findings indicate that learners appreciate the intertwining of linear browsing and association-based selection, as they need various structures to keep control over their learning process.
KW - concept mapping
KW - domain ontology
KW - self-directed learning
KW - topic maps
UR - http://www.scopus.com/inward/record.url?scp=84455210200&partnerID=8YFLogxK
U2 - 10.1145/2074712.2074722
DO - 10.1145/2074712.2074722
M3 - Conference contribution
AN - SCOPUS:84455210200
SN - 9783860091135
T3 - ECCE 2011 - European Conference on Cognitive Ergonomics 2011: 29th Annual Conference of the European Association of Cognitive Ergonomics
SP - 45
EP - 52
BT - ECCE 2011 - European Conference on Cognitive Ergonomics 2011
Y2 - 24 August 2011 through 26 August 2011
ER -