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Interactive Hypermedia-Based Learning Environment: Models of Making Sense of Dynamic Visualization
Abstract
Seven students learning art in the 12th grade, experienced for the first time the processes involved in the interpretation of a dynamic performance art in a hypermedia-based learning environment, followed by learning a hypermedia–based curriculum unit concerning this complex skill, and concluding by transferring this acquired knowledge for interpreting a new, different artwork. Cognitive aspects of students’ profiles of understanding and models of enactment are described. Interpretation of performance art is highly complex, but is important in current era of visual culture. Generally, this learning environment enabled most students to overcome some of the difficulties involved in this dynamic visualization, but presented them with other difficulties. A careful considerations of these issues as related to the design, by curriculum developers and teachers may yield a successful students’ performance.
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