A link—typically displayed as (blue) coloured, underlined text—incorporated in an electronic document that permits internet browsers to immediately open another document in the same or another website.
Moreover, we brought the most updated and/or expressive versions, so the students could have hypermedia interfaces to materialize the representations and contents they wanted through easy immersive interactions.
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 instruction.
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 tools.
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.