Discusses methods that may be applied to the evaluation of hypermedia, based on six models described by Lawton. Techniques described include observation, self-report measures, interviews, automated measures, psychometric tests, checklists and criterion-based techniques, process models, Experimentally Measuring Usability (EMU), and a naturalistic…

This study applied evaluation techniques to "Cesar" (a hypermedia learning environment for deaf children based on electronic stories) and "Hyper-Book" (an electronic book based on the paper book metaphor and designed to be part of an electronic library). It also identifies steps that can be used in evaluating electronic books…

Provides a conceptual framework for evaluating Automated Instructional Design (AID) and Computer-Assisted Instruction (CAI) systems. Evaluation systems including personal, pedagogical, product-oriented, user-oriented, and context-oriented methods are discussed. Figures representing components of the evaluation process are presented. (Contains 25…

World Wide Web browsers are compared by speed, setup, hypertext transport protocol (HTTP) handling, management of file transfer protocol (FTP), telnet, gopher, and wide area information server (WAIS); bookmark options; and communication functions. Netscape has the most features, the fastest retrieval, sophisticated bookmark capabilities. (JMV)

A framework for examining the effectiveness of different types of educational computing environments addresses the conceptual characteristics of the knowledge domain being learned and the learner's stage of knowledge. Characteristics of certain technology-based learning environments (computer-based drill, intelligent tutoring systems, hypertext)…

Addresses issues related to implementing a variety of computer-science courses on the World Wide Web and in particular how end-user interaction has been facilitated in the courseware. Topics include media support; examples of Web-based interactive hypermedia in courseware; navigation through the courseware; and automated courseware assessment.…

Discusses formative evaluation of courseware and describes a study of undergraduates that compared the effects of two methods of formative evaluation on the revision of a computer-assisted instruction (CAI) program written in HyperCard. Use of the one-to-one method and the small group method of evaluation are explained, and posttest scores are…

Describes a computer-based training program for library staff developed at the University of Tennessee, Knoxville, that used HyperCard stacks on Macintosh computers. Highlights include staff involvement; evaluation of modules; trainee participation and feedback; staff recognition; administrative support; implementation plan; supervisory…

Discusses the use of technology to support alternative assessment, including portfolios of student work. Multimedia computer software programs are reviewed; database programs, hypermedia programs, and video portfolios are discussed; technology storage is considered; and future possibilities are suggested, including hardware options. (Contains two…

Criteria were developed and used to determine which of three existing computer-based instruction (CBI) lessons could be repurposed into a multimedia format. Researchers were commissioned to evaluate these three traditional linear CBI lessons by an insurance company. The lessons were updates on company policy and procedures. The repurposed CBI…

Describes the use of a commercial hypermedia package for the development of an intelligent tutoring system (ITS) for the Army's Mobile Subscriber Remote Telephone. Time comparisons with an ITS developed by programmers are discussed; users' evaluations of the two versions are described; and questionnaires used in the study are appended. (Contains…

This project was designed to provide a framework for user evaluation of software packages and hypertext environments in terms of the extent to which they provide flexibility for learners to follow their preferred learning styles. Evaluation was carried out in relation to hypertext packages, learning styles and outcomes, and system design. (four…

Adaptation techniques can be applied not only to the multimedia contents or navigational possibilities of a course, but also to the assessment. In order to facilitate the authoring of adaptive free-text assessment and its integration within adaptive web-based courses, Adaptive Hypermedia techniques and Free-text Computer Assisted Assessment are…