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Does hypermedia really work for tutoring children?

机译：超媒体真的可以为孩子补习吗？

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The advent of multimedia technology has produced an explosion of research on the use of computers in education. Indeed, the computer is a rich communication tool that instructors can use for effectively illustrating ideas. However, compared to human communication, computers lack several features needed for satisfactory communication. They don't have analogies to eyes, ears, voice, and hands that humans use for acquiring information; neither can they create different information representations. Graphic, video, animation, and sound use in multimedia systems attempts to overcome these limitations to develop systems that can better communicate and cooperate with humans. Several recently developed hypermedia environments - both online (on the World Wide Web) or offline (on CD-ROM) - promote knowledge acquisition on a wide range of topics and attempt to teach problem-solving abilities in users. However, the basic question of whether hypermedia learning environments actually promote learning is still debatable, Our work here refers to a hypermedia designed for a particular category of users, namely children in a primary school. The hypermedia offers a tutoring component to teach basic logic concepts to children. We call this hypermedia Logiocando, a name obtained by merging two Italian words (Logica Giocando) and meaning "playing with logic." To determine whether this tutoring hypermedia really works (that is, to check its instructional validity), we performed two experiments that evaluated the pedagogical efficiency of the hypermedia in comparison to traditional classroom instruction.
机译：多媒体技术的出现引起了关于在教育中使用计算机的研究的爆炸式增长。确实，计算机是一种丰富的交流工具，教师可以用来有效地说明思想。但是，与人类通信相比，计算机缺乏令人满意的通信所需的几个功能。它们没有类似于人类用来获取信息的眼睛，耳朵，声音和手。他们也不能创建不同的信息表示形式。多媒体系统中的图形，视频，动画和声音的使用试图克服这些限制，从而开发出可以更好地与人类交流和合作的系统。几个最近开发的超媒体环境-联机（在Web上）或脱机（在CD-ROM上）都促进了广泛主题知识的获取，并试图向用户传授解决问题的能力。但是，关于超媒体学习环境是否真正促进学习的基本问题仍然值得商，。我们在这里的工作是针对为特定用户类别（即小学儿童）设计的超媒体。超媒体提供了一个辅导组件，向孩子们教授基本的逻辑概念。我们称此为超媒体Logiocando，这个名称是通过合并两个意大利语单词（Logica Giocando）而获得的，意思是“玩逻辑”。为了确定该辅导超媒体是否真的有效（即检查其教学有效性），我们进行了两个实验，与传统的课堂教学相比，该实验评估了超媒体的教学效率。

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