Cognitive Load and Disorientation Issues in Hypermedia as Assistive Technology

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Author(s): Muhammet Demirbilek (Suleyman Demirel University, Turkey)
Copyright: 2010
Pages: 12
Source title: Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives
Source Author(s)/Editor(s): Soonhwa Seok (University of Wisconsin-Whitewater, USA), Edward L. Meyen (University of Kansas, USA)and Boaventura DaCosta (Solers Research Group, USA)
DOI: 10.4018/978-1-61520-817-3.ch007

Keywords: Health Information Systems / Medical Information Science Reference / Medicine & Healthcare

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Abstract

Advances in information and communication technologies have raised the quality of inclusive education programs. Inclusive education, a recent advance in educational technology, has served to increase the ability of students with special needs. Hypermedia as an assistive technology has the potential to teach and train individuals with disabilities. However, like every technology, hypermedia itself is not problem-free. Disorientation and cognitive load are two of the most challenging problems related to hypermedia learning environments. The purpose of this chapter is to highlight disorientation and cognitive load problems in hypermedia learning environments where learners usually face a serious problem while navigating such environments.

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Cognitive Load and Disorientation Issues in Hypermedia as Assistive Technology

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