Learning Processes and Knowledge Representation in the Design of Educational Hypermedia
From previous work, we claim that substantial effort has to be put into rendering hypermedia applications efficient for a specific task to be carried out [de Vries 94]. The ultimate goals in using an application are especially significant since they furnish the criteria for judging performance. Hence, theory related to the nature of tasks and goals has to be explicitly taken into account in the design of a hypermedia application. To show its pertinence, we elucidate our position within a particular field of application: educational hypermedia.