The National Center for Research on Literature Teaching and Learning's review of 45 commercial hypermedia literature applications from a response-based perspective suggests that applications currently available, though not supportive of response-based literature teaching and learning, indicate how such applications could be developed. Includes the…

Provides insight into the interpretative process between instructional designers' practice and a science educator's requirements. Suggests that grounding multimedia design in constructivist philosophy is problematic for two main reasons: interpretation and shared understanding of terms, and limits with respect to the technology. Reports a…