Thesis (M.S. in Electrical Engineering)--Naval Postgraduate School, June 1990. / Thesis Advisor(s): Wadsworth, D.V.Z. ; Knott, G. "June 1990." Description based on title screen as viewed on March 22, 2010. DTIC Identifier(s): Satellite Communications, Interactive Communications, Communication Satellites, Synchronous Satellites, Hypertext. Author(s) subject terms: Communications Link Analysis, Geosynchronous Satellite, Orbital Parameters. Includes bibliographical references (p. 66-67). Also available in print.

Thesis (M.A.)--Oregon State University, 2011. / Printout. Includes bibliographical references (leaves 64-69). Also available on the World Wide Web.

History mechanisms available in hypertext systems allow users access to past interactions with the system and help users incorporate those interactions into the current context. The history information can be useful to both the system and the user. The Visual Knowledge Builder (VKB) creates spatial hypertexts - visual workspaces for collecting, organizing, and sharing. It is based on prior work on VIKI. VKB records all edit events and presents them in the form of a "navigable history" as end-users work within an information workspace. My thesis explores attaching user interpretations of history via the grouping and annotation of edit events. Annotations can take the form of a plain text statement or one or more attribute/value pairs attached to individual events or group of events in the list. Moreover, I explore the value of history event filtering, limiting the edits and groups presented to those that match user descriptions. My contribution in this thesis is the addition of mechanisms whereby users can cope with larger history records in VKB via the process of grouping, annotating and filtering history information.

History mechanisms available in hypertext systems allow users access to past interactions with the system and help users incorporate those interactions into the current context. The history information can be useful to both the system and the user. The Visual Knowledge Builder (VKB) creates spatial hypertexts - visual workspaces for collecting, organizing, and sharing. It is based on prior work on VIKI. VKB records all edit events and presents them in the form of a "navigable history" as end-users work within an information workspace. My thesis explores attaching user interpretations of history via the grouping and annotation of edit events. Annotations can take the form of a plain text statement or one or more attribute/value pairs attached to individual events or group of events in the list. Moreover, I explore the value of history event filtering, limiting the edits and groups presented to those that match user descriptions. My contribution in this thesis is the addition of mechanisms whereby users can cope with larger history records in VKB via the process of grouping, annotating and filtering history information.

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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.