Analyzing learner-hypermedia interaction: An overview of online methods

In this paper we examine the potential of online methods for hypermedia research. Online methods allow the recording, analysis and interpretation of learner-hypermedia interaction. Online methods have been extensively used in cognitive research, and especially in the area of discourse processing. In...

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Bibliographic Details
Published in:Instructional science 1999-07, Vol.27 (3/4), p.201-219
Main Authors: ROUET, JEAN-FRANÇOIS, PASSERAULT, JEAN-MICHEL
Format: Article
Language:English
Subjects:
Cognitive processes
Comprehension
Discourse
Event Related Potentials
Hypermedia
Hypertext
Interaction
Language comprehension
Learning Processes
Man Machine Systems
Memory
Methods
Multimedia materials
Navigation
Observational research
Online Systems
Printed Materials
Protocol Analysis
Reading comprehension
Reading Processes
Research Methodology
Research methods
Studies
Verbal Communication
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Summary:In this paper we examine the potential of online methods for hypermedia research. Online methods allow the recording, analysis and interpretation of learner-hypermedia interaction. Online methods have been extensively used in cognitive research, and especially in the area of discourse processing. In the first part of the paper we examine several online methods used in discourse comprehension research. We discuss the benefits and limits of each method, and its applicability to hypermedia research. In the second part we focus on the analysis of learner-hypermedia interaction protocols. We introduce several possible approaches, as a function of the observation grain, or the precision of the events that the researcher needs to examine. We present qualitative and quantitative examples at the coarse, intermediate and fine grain and we discuss the research context in which each approach seems most appropriate. We conclude that the empirical study of learner-hypermedia interaction should comply with the general standards of empirical research, e.g., explicit hypotheses and controlled study conditions.
ISSN:0020-4277
1573-1952
DOI:10.1007/BF00897319