Multimedia Interface Design in Education

1. Front Matter

   Pages I-XII

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2. The ‘M-Word’: Multimedia Interfaces and Their Role in Interactive Learning Systems

   • J. Terry Mayes

   Pages 1-22

3. Hunting Musical Knowledge in Darkest Medialand

   • R. Sterling Beckwith

   Pages 23-33

4. ‘Rights in the Mirror’: An Interactive Video Drama Programme About Human Rights Education

   • Joseph Nolthuis

   Pages 35-44

5. On-Site Distance Learning: A Multimedia Full-Scale Experiment in Denmark

   • Mette Ringsted

   Pages 45-56

6. ‘Playing’ Graphics in the Design and Use of Multimedia Courseware

   • Jacqueline Vacherand-Revel, Christian Bessière

   Pages 57-82

7. Design Guidelines for Electronic Book Production

   • Philip Barker

   Pages 83-96

8. Computer-Controlled Video for Intelligent Interactive Use: a Description Methodology

   • Alan P. Parkes

   Pages 97-116

9. Representing Musical Relationships in the Harmony Grid

   • David Levitt

   Pages 117-132

10. Communicating and Learning Through Non-speech Audio

    • Meera M. Blattner, Robert M. Greenberg

    Pages 133-143

11. Redundancy and Adaptability

    • Alistair D. N. Edwards

    Pages 145-155

12. Multimodal Communication, Natural Language and Direct Manipulation (Gestures) in Human-Computer Interaction

    • Karl-Heinz Hanne

    Pages 157-175

13. Interface Design for Empowerment: a Case Study from Music

    • Simon Holland

    Pages 177-194

14. Notes While Waiting for the View to Clear

    • R. Sterling Beckwith

    Pages 195-201

15. Back Matter

    Pages 203-227

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What the book is about This book is about the theory and practice of the use of multimedia, multimodal interfaces for leaming. Yet it is not about technology as such, at least in the sense that the authors do not subscribe to the idea that one should do something just because it is technologically possible. 'Multimedia' has been adopted in some commercial quarters to mean little more than a computer with some form of audio ar (more usually) video attachment. This is a trend which ought to be resisted, as exemplified by the material in this book. Rather than merely using a new technology 'because it is there', there is a need to examine how people leam and eommunicate, and to study diverse ways in which computers ean harness text, sounds, speech, images, moving pietures, gestures, touch, etc. , to promote effective human leaming. We need to identify which media, in whieh combinations, using what mappings of domain to representation, are appropriate far which educational purposes . . The word 'multimodal ' in the title underlies this perspective. The intention is to focus attention less on the technology and more on how to strueture different kinds of information via different sensory channels in order to yield the best possible quality of communication and educational interaction. (Though the reader should refer to Chapter 1 for a discussion of the use of the word 'multimodal' . ) Historically there was little problem.

• Action
• artificial intelligence
• human-computer interaction
• human-computer interaction (HCI)
• intelligence
• learning
• multimedia

• Human-Computer Interaction Research Group, Department of Computer Science, University of York, York, England

  Alistair D. N. Edwards

• Department of Computing, Faculty of Mathematics and Computing, The Open University, Milton Keynes, England

  Simon Holland

Policies and ethics