A Framework of Educational Metaphorical Interface Design for Learner Hypermedia Navigational Performance

Abstract

Hypermedia environments constitute the basis of e-learning environments. These environments have non-linear, dynamic and flexible structure. These features of Hypermedia provide a wide range of flexible navigation opportunities. Hypermedia also provides the ability to reaching the many different educational multi-media materials. However, this flexibility that allows learner control of hypermedia can negatively affect learner's navigation performance in the educational hypermedia. Some of these negative effects are disorientation, cognitive overload, divided attention and waste of time. To cope with this problem several recommendations are presented in the literature. In these suggestions, it is claimed that metaphors and their structures can provide important solutions. Because the metaphors can make understandable and memorable the environment functions to user by helps of familiar facts, habits, tasks and concrete objects. The purpose of this study is to provide a framework for metaphorical interface designs. For this purpose, results of a series of researches for three years between 2009 and 2013 conducted by researchers were analysed. As a result of the series of researches a metaphorical interface design framework was developed named EMMI (Educational content analysis, Metaphors, Metaphoric interface components, Interface Design) Steps. In this study, the structure and functioning of the EMMI Steps were presented with the pedagogical and practical implications.