A method for evaluating the efficiency of presenting information in a hypermedia environment

Abstract The recognised difficulties in evaluating computer assisted learning (CAL) material are increased when material is presented within a hypermedia environment. With the emphasis of hypermedia firmly placed on individual control of an extensive information-base it is difficult to compare learning per se, since it cannot be assumed that students have witnessed the same subject information. The knowledge and experience of each student will affect their ability to utilise the interactive media, and this may be reflected in the amount of information accessed and subsequent motivation to use the product. Here we describe a method which has been developed to investigate the efficiency of presenting information in a hypermedia environment, and determine what cues are favoured for navigation and possibly learning. Questionnaires elicit background information and student attitudes to the program. Automatic tracing of student actions provides a detailed account of the information accessed within the program and the interactive tools employed. Classifying interaction into discrete units and counting these relative to the time spent using the program may give a comparative measure of interactivity. Comparing the efficiency of different CAL programs is possible where interaction can be classified into the same broad categories for each.