Figure 3 illustrates how the statecharts' structural elements (states and transitions) are associated to the hypermedia
navigational (pages and anchors) objects by the mappings defined in HMBS.
 take their history of hypermedia
infrastructure to its natural conclusion, predicting a future of "structural computing" and multiple open services.
environment is taken as the study's independent variable with two values: group with metacognitive scaffolding and group without metacognitive scaffolding.
According to Milton (2006), 'In the context of students as authors of hypertext environments there seems to be correlations to increased motivation and learning reception through student authorship.' Further, that the use of hypermedia
and hypertext supports an 'active and goal-oriented' approach to authoring.
Two approaches can be used to assist individuals with ADHD in accessing the hypermedia
environments: accommodations that educators can implement and cognitive support within the hypermedia
Because each layer of a hypermedia
is a unique history any one narrative could not express a sense of a whole event.
Besides the additional cognitive load placed on students in a hypermedia
learning environment, there is the additional factor of the learner's ability and motivation to take advantage of all the instructional elements that are available.
According to Dabbagh and Kitsantas (2004), WBPT can be classified into four broad categories: (1) content creation and delivery tools, (2) collaborative and communication tools, (3) administrative tools, and (4) hypermedia
This paper presents a pilot study for the testing of the Did@browser system, a tool developed for supporting the knowledge construction process of students during their studies on educational hypermedia
. The system adopts a strategy of posing metacognitive questions and receiving answers from students in order to improve their awareness in their surfing abilities and cognitive strategies used during the learning process on the Net.
This study examines the relationships between the epistemological beliefs of teacher education students and their learning in a case-based hypermedia