Semiotic Considerations on Direct Concept Manipulation as a Distinct Interface Style for Learnware

Although direct manipulation (DM) has been considered a potentially inappropriate interface style for learnware, convincing indication that the problem with DM lies rather on “what is manipulated” than on the “manipulation” itself has been obtained from empirical studies in the domain of Euclidean geometry. A semiotic examination of such findings suggests that there may be theoretically-based constraints on the kinds of visualizations that yield appropriate direct concept manipulation interfaces for learnware.

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