Winner of the 1997 Brown Publication Award from ECT. This item is not the definitive copy. Please use the following citation when referencing
this material: McKnight, C., Dillon, A., and Richardson, J. (1996) User Centered Design
of Hypertext and Hypermedia for Education. In: D. Jonassen (ed) Handbook of Research
on Educational Communications and Technology. New York: Macmillan, 622-633
Abstract
The chapter begins by describing the fundamental concepts of hypertext and gives a brief
overview of the different philosophical perspectives manifest in the key figures of the
field. It then considers the role of hypertext in learning, concluding from a review of
empirical evaluations that many of the claims for hypertext have failed to be
substantiated. It is argued that for a variety of conceptual and methodological reasons, it
is extremely difficult to evaluate hypertext experimentally in an educational context.
However, rather than simply abandon either hypertext or empirical evaluation, the
chapter concludes by arguing for an empirically grounded, user centred approach to the
design of hypertext based on a knowledge of the users, their tasks, the information space
and the context in which the three interact.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/106501 |
| Date | January 1996 |
| Creators | McKnight, Cliff, Dillon, Andrew, Richardson, John |
| Contributors | Jonassen, David H. |
| Publisher | New York: Macmillan |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | Book Chapter |
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