Please use the following citation when referencing this material: Dillon and Gabbard (1998) Hypermedia as an educational technology: a review of the empirical literature on learner comprehension, control and style. Review of Educational Research, 68(3), 322, 349. Reprinted in P. Smith and A. Pellegrinni (eds.) (2000) The Psychology of Education: Major Themes, London: Routledge, 3, 496-531. Abstract: By virtue of its enabling rapid, non-linear access to multiple forms of information, hypermedia technology is considered a major advance in the development of educational tools to enhance learning and a massive literature on the use of hypermedia in education has emerged. The present review examines the published findings from experimental studies of hypermedia which emphasized quantitative, empirical methods to assess learning outcomes. Specifically, the review categorizes this research into three themes: studies of learner comprehension compared across hypermedia and other media; effects on learning outcome offered by increased learner control in hypermedia environments, and the individual differences that exist in learner response to hypermedia. The review concludes that to date, the benefits of hypermedia in education are limited to learning tasks reliant on repeated manipulation and searching of information, and are differentially distributed across learners depending on their ability and preferred learning style. Methodological and analytical shortcomings in this literature limit the generalizability of all findings in this domain. Suggestions for addressing these problems in future research and theory development are outlined.

This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. (1996) Myths, misconceptions and an alternative perspective on information usage and the electronic medium. In: J. F. Rouet et al (eds.) Hypertext and Cognition, Mahwah NJ: LEA, 25-42. Abstract: Hypertext represents the forefront of a technological wave in education that is driven more by enthusiasm for the computer than by reliable knowledge of the human user. This chapter outlines some of the myths and misconceptions that have emerged in recent years about hypertext and its use for information-intensive activities such as learning. In so doing, it emphasizes experimental evidence over wishful thinking and outlines an ergonomic perspective on human information usage that seeks to maximize usability and ultimately the acceptability of this emerging technology.

This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. and Sweeney, M. (1988) The application of cognitive psychology to CAD. In D. Jones and R.Winder (eds.) People and Computers IV. Cambridge: Cambridge University Press, 477-488. Abstract: The design of usable human-computer interfaces is one of the primary goals of the HCI specialist. To date however interest has focussed mainly on office or text based systems such as word processors or databases. Computer aided design (CAD) represents a major challenge to the human factors community to provide suitable input and expertise to an area where the users goals and requirements are cognitively distinct from more typical HCI. The present paper is based on psychological investigations of the engineering domain, involving an experimental comparison of designers using CAD and the more traditional drawing board. By employing protocol analytic techniques it is possible to shed light on the complex problem-solving nature of design and to demonstrate the crucial role of human factors in the development of interfaces which facilitate the designers in their task. A model of the cognition of design is proposed which indicates that available knowledge and guidelines alone are not sufficient to aid CAD developers and the distinct nature of the engineering designer's task merits specific attention. (This is a paper presented at HCI 1988 and the book is a record of all the proceedings at this conference, the major annual European conference on human-computer interaction.)

This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. (2002) HCI and the technologies of information. In: J. Carroll (ed.) HCI and the Millennium: New York: ACM Press/Addison Wesley, 457-474. Abstract Digital libraries represent the latest and perhaps the most important stage in the transformation of our relationship to information and its supporting technologies. While the World Wide Web has raised to broad consciousness the ideas of rapid, remote access to vast collections of distributed, hyperlinked documents, users are as often confused and disoriented by such resources as they are empowered. As we enter the new millennium the possibilities for new forms of information seem boundless. Meeting the design challenges requires HCI to offer valid, reliable and timely guidance. At the same time, the creation of digital libraries provides a research forum for HCI that is rich, relevant and receptive to our inputs. The present chapter will briefly examine the initiation of the digital library concept, the early HCI involvement in this domain and present a vision of the future of HCI research and design for new information technologies.

This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. (1996) TIMS: A framework for the design of usable electronic text. In: H. van Oostendorp and S. de Mul (eds.) Cognitive Aspects of Electronic Text Processing. Norwood NJ: Ablex, 99-120. Introduction: Despite the claims and the promises, the hype and the visions, the reality of electronic text is far less impressive than the rhetoric that surrounds it. Internet, World Wide Webs, MOSAIC, e-journals, word processors, and of course, hypertext are all pushed forward as examples of this triumph of technology, this liberation of the human reader and writer, this future of unlimited information for everyone. Yet, for all this, as has been outlined in detail elsewhere (see e.g., Dillon 1994), the typical reader of an electronic information source will likely suffer loss of orientation, lower reading speeds, and possibly greater fatigue than the typical reader of a paper document for few demonstrable benefits.

This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. (1990) The human factors of hypertext. International Forum on Information and Documentation, 15(4), 32-38. Abstract: The present paper reviews the human factors issues pertinent to the design and use of hypertext documents. It is argued that many of the claims for the new medium are based largely on subjective impressions of its advocates rather than empirical demonstrations of its advantages. Hypertext applications are presented here as a structured subset of an information world that the user can access though an interface. Research relevant to all aspects of reading from screens is reviewed and conclusions for the development of more usable electronic documents are presented. Postscript: Many of the arguments expressed in this paper are dealt with in much more detail in the book Hypertext in Context, by C. McKnight, A. Dillon and J. Richardson. (1991) published by Cambridge University Press.

Genre conventions emerge across discourse communities over time to support the communication of ideas and information in socially and cognitively compatible forms. Digital genres frequently borrow heavily from the paper world even though the media are very different. This research sought to identify the existence and form of a truly digital genre. Preliminary results from a survey of user perceptions of the form and content of web home pages reveal a significant correlation between commonly found elements on such home pages and user preferences and expectations of type. Results suggest that the personal home page has rapidly evolved into a recognizable form with stable, user-preferred elements and thus can be considered the first truly digital genre.

This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. (1991) Requirements analysis for hypertext applications: the why, what and how approach. Applied Ergonomics, 22(4), 458-462. Abstract: The present paper presents a simple task description procedure for text usage aimed at supporting human factors input to the specification stage of hypertext and electronic document design. The need for such techniques is outlined and the approach is described in the context of designing hypertext versions of software manuals. Applications and limitations of this procedure are discussed.

Published in: M.Sharples (Ed) Computer Supported Collaborative Writing. (London: Springer-Verlag) 1993. pp 69-86. INTRODUCTION: Psychologists have been taking an increasing interest in the writing process over the last decade and models of human cognition and task behaviour during writing are emerging (see e.g., Hayes and Flower 1980, Sharples et al 1989). Though we are far short of a complete model of this process several basic components have been identified and most theorists allude to these at some stage in their description. For example, it is reckoned (as much from common sense as experimental analysis) that most writing proceeds through a basic sequence of actions from a rough plan through a draft to a revision stage which may occur cyclically until the writer believes the document is ready. Plans can be considered as either detailed or vague, influenced by expectations of the readerâ s knowledge, the typical form of the document being produced and so forth. The drafts may vary from the extremely sketchy to the almost complete depending on the writerâ s experience, knowledge of the subject, preferred writing style etc. and revisions include such acts as minor spell checking, proofreading or complete re-writes.

A number of references in the Human-Computer Interaction literature make the common-sense suggestion that the animated zooming effect accompanying the opening or closing of a folder in the Apple Macintosh graphical user interface aids in a user's perception of which window corresponds to which folder. We examine this claim empirically using two controlled experiments. Although we did not find a statistically significant overall difference resulting from the presence or absence of the zooming effect, a post hoc analysis revealed a highly significant interaction between the experience of users with the Macintosh user interface and the zooming effect. This individual difference suggests that users become attuned to the informational content of the zooming effect with experience.