Notes
1 These are abstracts of
dissertations. The abstracts are in the reserve folder.
2 The library has this journal.
* These have come in from interlibrary loan and are in the
reserve file.
Do not remove the reserve file from the library.
1Chen, Y-C. (2000). The construction of the learning environment connecting human cognition to the World Wide Web. (the global brain). Dissertation Abstracts International Section A: Humanities & Social Sciences, 60, 475.
*Cockerton, T. & Shimell, R. (1997). Evaluation of a hypermedia document as a learning tool. Journal of Computer Assisted Learning, 13(2), 133-144.
*Howie, E. Sy, S. Ford, L., & Vicente, K. J. (2000). Human-computer interface design can reduce misperceptions on feedback. System Dynamics Review, 16, 151-171.
*Jerrams-Smith, J. (2000). An intelligent human-computer interface for provision of on-line help. Artificial Intelligence Review, 14, 5-22.
2Kieley, J.M. (1996). Multimedia: Where are we not, and where do we go from here? Behavior Research Methods, Instruments, & Computers, 28, 300-304.
*Lehto, M. R., Zhu, W. & Carpenter, B. (1995). The relative effectiveness of hypertext and text. International Journal of Human-Computer Interaction, 7(4), 293-313.
*Light, A., & Wakeman, I. (2001). Beyond the interface: User's perceptions of interaction and audience on websites. Interacting with Computers, 13, 325-351.
*Martin-Michiellot, S. & Mendelsohn, P. (2000). Cognitive load while learning with a graphical computer interface. Journal of Computer Assisted Learning, 16, 284-293.
2Najjar, L. J. (1998). Principles of educational multimedia user interface design. Human Factors, 40, 311-323.
2Niemelae, M. & Saarinen, J. (2000). Visual search for grouped versus ungrouped icons in a computer interface. Human Factors, 42, 630-635.
1Njongwe, T. T. (2000). User interface design guidelines for supporting metacognition in hypermedia learning systems. Dissertation Abstracts International Section A: Humanities & Social Sciences, 60, 4392.
*Ozok, A. A., & Salvendy, G. (2000). Measuring consistency of web page design and its effects on performance and satisfaction. Ergonomics, 43, 443-460.
*Passig, D., & Levin, H. (1999) Gender differences with multimedia learning interfaces. Computers in Human Behavior, 15, 173-183.
*Reclam, M., & Sexton, E. A. (1994). Computer-aided instruction in principles of economic texts. Social Science Computer Review, 12(3), 367-381.
*Stoney, S., & Wild, M. (1998). Motivation and interface design: Maximizing learning opportunities. Journal of Computer Assisted Learning, 14, 40-50.
1Wells, J. D. (2000). Coupling user and source domains in interface metaphors: A comparative analysis. Dissertaintion Abstracts International Section A: Humanities and Social Sciences, 60, 3003.