Hypertext Tool Research Articles

Reflecting on Social Media Behavior by Structuring and Exploring Posts and Comments

Abstract Social networks use several user interaction techniques for enabling and soliciting user responses, such as posts, likes and comments. Some of these triggers may lead to posts or comments that a user may regret at a later stage. In this article, we investigate how users may be supported in reflecting upon their past activities, making use of an exploratory spatial hypertext tool. We discuss how we transform raw Facebook data dumps into a graph-based structure and reflect upon design decisions. First results provide insights in users motivations for using such a tool and confirm that the approach helps them in discovering past activities that they perceive as outdated or even embarrassing.

Mapping the Matrix: Using Compendium as a Tool for Recording the Analytic Group

This article describes the application of Compendium, a knowledge cartography software tool, for the recording of group process. As a hypertext tool, it enables analysts to visualize connections between people, ideas and information, establishing an evidence base within and across contexts (such as group sessions). After customizing its visual language, templates and keyword system, it has been piloted as a research tool for the measurement of group process. This would appear to hold the promise of providing a ‘digital substrate’ for recording, discussing and analysing long term group dynamics in new ways. While the project is in its early stages, early indications are that it is a useful tool, which can highlight group process and record change over time. In the longer term, it seems plausible that group processes such as multiple mirroring and identification, and such complex structures as the matrix, could be made visible and researchable through this methodology.

Visually mediating knowledge construction in project-based doctoral design research

Practice-based research projects in design often require students to construct contextual reviews of multiple fields. In this interdisciplinary territory of an emerging academic field, supervisors and students must work jointly to construct a mutually satisfactory outcome and avoid producing a body of dissonant voices. Knowledge and practice precedents must be actively constructed into a coherent map of the research terrain so that the project focus can be foregrounded. While the project-based component of practice-based doctorates is familiar creative territory for design students, balancing this with textual scholarship can lead to loss of focus and unstructured proliferation of sources. The use of two-dimensional visualization strategies, such as mind-mapping, can contribute to clarifying research positions and gaps but has limited capacity to dynamically integrate visual and textual sources. Digital visualization tools can facilitate the mutual student and supervisor organization of knowledge, exploit the visual literacy of design students and respond dynamically to project changes. This article shows how one visual tool may better mediate supervisory dialogues with students particularly in the context of practice-based doctorates of design incorporating project components. Following a review of existing research visualization strategies, I exemplify the potential of a hypertext tool to mediate the supervision and knowledge construction process with two narrative cases of student work.

Matching Index Expressions for Information Retrieval

The INN system is a dynamic hypertext tool for searching and exploring the WWW. It uses a dynamically built ancillary layer to support easy interaction. This layer features the subexpressions of index expressions that are extracted from rendered documents. Currently, the INN system uses keyword based matching. The effectiveness of the INN system may be increased by using matching functions for index expressions. In the design of such functions, several constraints stemming from the INN must be taken into account. Important constraints are a limited response time and storage space, a focus on discriminating (different notions of) subexpressions for index expressions, and domain independency. With these contextual constraints in mind, several matching functions are designed and both theoretically and practically evaluated.

Using natural language sources in model-based knowledge acquisition

This paper introduces a well defined co-operation between domain expert, knowledge engineer, and knowledge acquisition and transformation tools. First, the domain expert supported by a hypertext tool generates an intermediate representation from parts of authentic texts of a domain. As a side effect, this representation serves as human readable documentation. In subsequent steps, this representation is semi-automatically transformed into a formal representation by knowledge acquisition tools. These tools are fully adapted to the expert's domain both in terminology and model structure which are developed by the knowledge engineer from a library of generic models and with preparation tools.

AnesthesiaGUIDE: HyperText Tool for Reference and Review

It was with mixed feelings that I sat down to review Dr Allen Gruber's AnesthesiaGUIDE. I should state at the outset that this had nothing to do with Dr Gruber's fine piece of work, but everything to do with the fact that the review was not to be the more usual medical text but, horror of horrors, a dreaded piece of Software. Is it possible to teach an old dog new tricks? How easy will it be to use? Will my coworkers be in suppressed states of hysteria as they watch me at the keyboard? A kindly colleague showed me how to insert and install the AnesthesiaGUIDE, and I was away and in charge. So far, so good. The author's kindly advice about attending a beginners class in computer literacy was happily not required for this navigator. What is AnesthesiaGUIDE? It is a hypertext tool to be used for reference

Implementing Multiple Tutoring Strategies in an Intelligent Tutoring System for Music Learning

Variation in tutoring strategies plays an important part in intelligent tutoring systems. The potential for providing an adaptive intelligent tutoring system depends on having a range of tutoring strategies to select from. In order to react effectively to the student's needs, an intelligent tutoring system has to be able to choose intelligently among the strategies and determine which strategy is best for an individual student at a particular moment. This paper describes, through the discussion pertaining to the implementation of SONATA, a music theory tutoring system, how an intelligent tutoring system can be developed to support multiple tutoring strategies during the course of interaction. SONATA has been implemented using a hypertext tool, HyperCard II. 1.

Implementing multiple tutoring strategies in an intelligent tutoring system for music learning

Variation in tutoring strategies plays an important part in intelligent tutoring systems. The potential for providing an adaptive intelligent tutoring system depends on having a range of tutoring strategies to select from. In order to react effectively to the student's needs, an intelligent tutoring system has to be able to choose intelligently among the strategies and determine which strategy is best for an individual student at a particular moment. This paper describes, through the discussion pertaining to the implementation of SONATA, a music theory tutoring system, how an intelligent tutoring system can be developed to support multiple tutoring strategies during the course of interaction. SONATA has been implemented using a hypertext tool, HyperCard II. 1.

Taking the plunge with CLEM: The design and evaluation of a large scale CAL system

This paper describes the design, use and evaluation of a computer assisted learning package for first year university programming. The system, called CLEM, provides a resource rich, ‘guided discovery’ learning environment. It was developed by extending the CORE design approach, with a particular emphasis placed on enhanced interactivity and flexibility. CLEM was implemented using the hypertext tool. Guide, and delivered in a lab of 32 PCs running under Windows 3. It was used by over 200 students following four different course streams. The CAL system was the predominant method used by these students for learning Modula-2, the first year programming language. The students' reactions were assessed through observation, discussion and a formal questionnaire. The system was rated highly on ease of use, ease of learning and as a preferred method of learning. The main design features of the system were individually rated very highly. Performance on the programming module was compared with a baseline period prior to the introduction of the CAL system. Marked reductions in failure rate were achieved on the full time courses. The results provide strong support for the effectiveness of properly implemented computer assisted learning in higher education.

Mosaic: A hypertext tool for navigating the internet

(1994). Mosaic: A hypertext tool for navigating the internet. American Journal of Distance Education: Vol. 8, No. 2, pp. 80-83.

The Effects of Using a Hypertext Tool for Selecting Design Guidelines

Designing a User-System Interface (USI) is a complex task that has been approached in many ways. One approach has been to use USI design guidelines to help improve the quality and consistency of USIs. To be effective, a general set of guidelines must be tailored to a specific application. This study investigated the effects of using a hypertext design aid (DRUID, Dynamic Rules for User Interface Design) for the selection of USI guidelines by both experienced and novice guideline users. Results indicate that, in general, the participants performed their tasks as well with DRUID as with the book. However, the participants accessed the material differently for each medium and they selected more guidelines that were relevant when using the paper book. Subjectively, the software was preferred because it provided assistance in the selection process and provided additional time-saving design aids not available in the book.

Classroom presentation of dynamic events using Hypertext

Problems associated with classroom presentation of dynamic events and associated concepts are developed. The use of Hypertext as a tool for enhancing the learning process with respect to such dynamic events is introduced. The in-class application of this tool is illustrated in two different areas of Computer Science, Introduction to Problem Solving and Data Structures. The advantages of instructor use of the Hypertext tool is summarized and areas of additional work are delineated.