Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/3201
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dc.contributor.authorMinetou, CG-
dc.contributor.authorChen, SY-
dc.contributor.authorLiu, X-
dc.coverage.spatial24en
dc.date.accessioned2009-04-19T12:21:43Z-
dc.date.available2009-04-19T12:21:43Z-
dc.date.issued2008-
dc.identifier.citationInternational Journal of Human-Computer Interaction, 24(1): 48-67en
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/3201-
dc.identifier.urihttp://www.informaworld.com/smpp/content~content=a789468669~db=all~order=pageen
dc.description.abstractWeb-based learning is widespread in educational settings. The popularity of Web-based learning is in great measure because of its flexibility. Multiple navigation tools provided some of this flexibility. Different navigation tools offer different functions. Therefore, it is important to understand how the navigation tools are used by learners with different backgrounds, knowledge, and skills. This article presents two empirical studies in which data-mining approaches were used to analyze learners' navigation behavior. The results indicate that prior knowledge and subject content are two potential factors influencing the use of navigation tools. In addition, the lack of appropriate use of navigation tools may adversely influence learning performance. The results have been integrated into a model that can help designers develop Web-based learning programs and other Web-based applications that can be tailored to learners' needs.en
dc.format.extent341832 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoen-
dc.publisherTaylor & Francis-
dc.titleInvestigation of the use of navigation tools in web-based learning: A data mining approachen
dc.typeResearch Paperen
Appears in Collections:Computer Science
Dept of Computer Science Research Papers

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