Thesis (doctoral)--Universidad de Sevilla, 2001. / Title from PDF title page (viewed Jan. 31, 2007). Includes bibliographical references.

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Zugl.: Münster (Westfalen), Universiẗat, Diss., 2000.

Gießen, Univ., Diss., 2006 / Erscheinungsjahr an der Haupttitelstelle: 2005

Diss. (Ph.D.)--University of Western Sydney, Nepean, Aug., 2003.

Thesis (M.S.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 28, 2006) Includes bibliographical references.

Universiẗat, Diss., 2002--Kiel.

No description available.

The research described in this thesis is concerned with the design of hypertext-based learning systems. More specifically, it is concerned with investigating the effects of visualising semantic relations between nodes on learning in hypertext-based learning systems. One of the most commonly cited problems with hypertext is the distraction that stems from the high level of learner control in hypertext systems. This might partly be responsible for the fact that there are few evaluations of hypertext in education which have shown the strength of hypertext over other media in terms of learning outcomes. In order to ease the problem of distraction so as to improve the application of hypertext in education, an approach employing visible link-types is proposed. It is hypothesised that labelling links explicitly with semantic relations between nodes can lower the learner's cognitive overheads in making navigational decisions so as to improve learning. It is also hypothesised that this kind of labelling can make the conceptual model of the knowledge domain intuitively clearer to the learner and thus facilitate learning. A set of three empirical studies has been conducted to evaluate the effectiveness of the proposed approach in different situations, using different methodologies. The results found from these studies demonstrate that visualisation of semantic relations between nodes has potential for improving the use of hypertext for learning.

This study investigates the concept of community in our modern world so that we may more fully recognize what community is, how the term is being appropriated by the digital world, how the use of the term in the digital is altering our understanding of the term in the digital and the tangible world, and how structure influences the concept of community. To achieve this, a definition of the term community is constructed using works from sociology, anthropology, urban planning, and philosophy. Six criteria necessary for community to exist and five benefits of community are identified. The importance of distinguishing between a community and a group becomes apparent through this investigation. With the definition of community established the connection between community and the digital world is examined through three digital spaces: the digital social space of Facebook, the digital marketplace of Amazon.com, and the digital public space of the It Gets Better Project. While some criteria are met and some benefits are provided in each of these digital spaces, many key elements of community are neglected or absent. The persistent use of the idea of community and our continued interaction with digital spaces claiming community but not providing it are, as this examination demonstrates, impacting both our wellbeing and current understanding of the term community. A shift in the understanding of the concept of community is not only relevant to digital interaction but also influences community in the tangible world. The definition of community in this work is drawn from the tangible world and applied to the digital which may prove problematic in the future, but the current design and structure of digital spaces should contend with many of the same ideas, from scale to organization, found in the tangible world. This study illustrates that when any of these attributes is vague, missing, or ignored, frustration can often be the result, which in turn reduces the capacity of community to be formed, found, or maintained. As digital engagement continues to be prolific, this study has far reaching implications for a variety of fields. The educational and cultural implications are discussed. Digital design impacts our engagement with the digital world as well as the concept and formation of community and it is hoped this study will add to the literature regarding the construction of digital space. / A Dissertation submitted to the Program of Interdisciplinary Humanities in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2015. / March 30, 2015. / Architecture, Community, Criteria and Benefits of Community, Digital Marketplace, Digital Public Space, Digital Social Space / Includes bibliographical references. / Kathleen Yancey, Professor Directing Dissertation; William Cloonan, University Representative; David Johnson, Committee Member; Leigh Edwards, Committee Member.