Thesis (D.A.)--Illinois State University, 1992. / Title from title page screen, viewed January 25, 2006. Dissertation Committee: Douglas D. Hesse (chair), James R. Kalmbach, Janice G. Neuleib, Anne Rosenthal. Includes bibliographical references (leaves 194-202) and abstract. Also available in print.

The purpose of this study was to describe students' perceptions of their classroom in which HyperCard is used and to compare it to a non-HyperCard environment in which no HyperCard is or has been used. The participants were 67 fifth-grade students from four intact classrooms from the same school in a large, urban, midwestern city.A non-randomized control-group versus treatment group design was used. In this design preassembled groups were selected and given an environmental perception instrument and then compared for similarity on the five dependent measures: cohesiveness, friction, difficulty, satisfaction, and competitiveness.Specifically, the statistical design was a two factor MANOVA examining each of two levels (classroom type and gender), and five dependent measures corresponding to the five scales of the Mv Class Inventory, (MCI). Eleven null hypotheses were tested at the .05 level of significance.In this study, students' perceptions of the non-HyperCard utilizing classroom learning environments were compared to classroom environments utilizing HyperCard. Four fifth-grade classrooms were examined: two classrooms utilizing HyperCard and two non-HyperCard classrooms.The following results were reported:1. Multivariate tests of significance for Sex by Group effect found no interaction (p. = .274) Multivariate Analysis (MANOVA) of the differences between boys and girls as measured jointly on the subscales of the found no significant differences (with F [5,59] = .91, p = .483).2. Multivariate tests of the differences between groups, as measured jointly on the subscales of the MCI, found significant differences (with F [5,59] = 5.34, p - .000).The researcher concluded that HyperCard classrooms present new and more difficult challenges that are not addressed in similar and familiar ways.Recommendations for further research included longitudinal studies that would ascertain how students' perceptions of their classroom environment change over a period of time. Additional research might examine the effects a more time-intensive HyperCard program has on students' perceptions of their environment. / Department of Elementary Education

The purpose of this study was to enable music teachers with limited technological background to develop computer-assisted instruction lessons. Toward this end, (1) "Lesson Writer," a HyperCard-based authoring system for the Apple Macintosh computer, was developed and (2) guidelines and recommendations for the production of effective CAI lessons in music were written. The specific organization of the dissertation is as follows. Chapter One presents an introduction and establishes the need for greater participation by music educators in the creation of CAI lessons in music. It calls for the creation of an authoring program for music teachers. Chapter Two reviews literature related to the study. Chapters Three and Four discuss the characteristics of the student and computer and the impact of these characteristics on CAI development. These chapters include guidelines for the creation of effective CAI music lessons. Chapter Five provides a tutorial on how to use the "Lesson Writer" software to produce a simple lesson on musical texture. The basic concepts of creating screens, adding text, sound, graphics, and interaction are demonstrated. Chapter Six gives an overview of "Lesson Writer." Chapters Seven, Eight, and Nine explain presentation screens (explanation), interactive screens (interrogative), and control screens (organizational) respectively. Chapters Ten, Eleven and Twelve introduce techniques for adding sounds, graphics and multimedia events (CD ROM and video disc) to CAI lessons. Chapter Thirteen shows random and branching operations in the "Lesson Writer." Chapter Fourteen includes a summary, suggestions for future study, and conclusions. In the appendices are (1) a list of lessons created using "LessonWriter," (2) a HyperCard and XCMD bibliography, (3) instructions for installing "Lesson Writer", (4) instructions for writing HyperTalk extensions to the "Lesson Writer," and (5) an annotated bibliography of dissertations written between 1982 and 1993 on the topics of computers and music. This bibliography was compiled by paraphrasing and condensing the abstracts provided by a computer search of Dissertation Abstracts International on the keywords, "computers" and "music." / School of Music

Many areas of computer science use graph theory and thus benefit from research in graph theory. Some of the important activities involved in graph theory work are the study of concepts, algorithm development, and theorem proving. These can be facilitated by providing computerized tools for graph drawing, algorithm animation and accessing graph theory information bases. Project G-Net is aimed at developing a set of such tools.Project G-Net has chosen to provide the tools in hypertext form based on the analysis of users' requirements. The project is presently developing a hypertext application and a hypertext system for providing the above set of tools. In the process of this development various issues pertaining to hypertext authoring, hypertext usability and application of graph theory to hypertext are being explored.The focus of this thesis is in proving that hypertext approach is most appropriate for realizing the goals of the G-Net project. The author was involved in the research that went into analysis of requirements, design of hypertext application and system, and the investigation of the complementary relationship between graph theory and hypertext. / Department of Computer Science

For this project the program Walk with Dinosaurs was developed using Keller's Theory of Motivation. Walk with Dinosaurs is a interactive multimedia tool for presenting an integrated thematic unit. As a HyperCard stack, it intoduces students to factual information on dinosaurs in an appealing and motivating way.

Multimedia learning -- Collaborative authoring of Hypercard stacks -- Student construction of meaning.

This project was started with JDK Version 1.0 and was later upgraded to version JDK Version 1.2.2, to create a graphical user interface using the Abstract Window Toolkit (AWT) to a HyperCard bibliography of software engineering. The bibliographic index tool is designed to facilitate searching for text and is run as a Java applet. It presents an alphabetically ordered list of author names and subjects. With the bibliography index tool one can manipulate a bibliographic list directly over the World Wide Web on a computer that lists electronic bibliographies.