e integration 
it is close to 
ats interact. 
1 at the time 
f multimedia 
'S in a digital 
irect access 
! changes in 
video. ' 
formation is 
' be studied. 
, animation, 
ly when the 
jl of a set of 
cterised as 
the teaching 
to organise 
fectively be 
portunity to 
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ks between 
r non-linear 
ire 1). 
vast amount 
learning. The 
information. 
he user can 
| application, 
lates must 
rowsing 
Hypermedia 
application is 
). Each unit 
progressive 
degree of 
  
difficulty (Figure 3). When the user logs into the system, he 
may choose the module with which he wants to work. Before 
exiting the program, the computer saves the user's status 
(Luther 1994). 
  
  
v 
STUDENT |< 
LOGIN 
T 
Y 
NAVIGATION TOOL 
  
  
  
  
  
4 Allows access to units 
m already taught 
Fi Does not allow access 
E to units not already taught 
  
  
  
i A A 
SUBJECTS 
  
  
  
  
  
  
| REVISION 
  
  
  
v 
ACCESS 
TO GLOSSARY 
Y 
  
   
  
  
  
  
   
  
  
Figure 2: Structure of a CBT application 
Within a subunit two different learning processes may be 
distinguished: the presentation of information and the testing of 
the degree of assimilation. In the first stage a certain topic is 
presented using multimedia features. In the second stage, the 
user has to answer questions put by the system. If the 
answers are correct, the subunit is marked as completed, and 
the user may continue. If the answers are wrong, the system 
gives the opportunity to the user to review the subunit again 
and be reexamined. Other more sophisticated systems 
respond differently in wrong answers. Finally, the system 
summarises the wrong answers and evaluates the user's effort 
and degree of knowledge (Luther 1994). 
This structure, which demands from the user to fill in the 
questionnaire, ensures that the user will not be diverted from 
the specific educational interest. 
47 
  
  
  
  
  
  
  
  
  
v 
EVALUATE 
ANSWER 
on 
P “ ™ ; a 
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Figure 3: Structure of an Educational Unit 
Such a learning program may be developed either with the use 
of standard programming languages (e.g. C, Pascal, Prolog), 
or with an application generator or with an authoring software 
(Hôhle 1994). The use of such tools, makes the development 
of learning applications easier and faster. It is common place 
that "life is too short to program in Assembly". 
An extensive investigation of the market has been carried out 
in order to assess the potential and determine the most 
suitable of the available packages, which would be used. The 
following three, with examples as at the beginning of 1994, 
categories of software packages have been examined: 
(a) Multimedia-capable presentation software packages 
(e.g. CorelSHOW, Charisma, Freelance Graphics, 
Harvard Graphics, Graphics Works etc.) 
(b) Dedicated media integration software packages (e.g. 
ACTION 2.5, ASTOUND 1.5, Q/MEDIA, MEDIA 
BLITZ, HSC Interactive, COMPEL etc.) 
(c) Professional multimedia development software or 
Authoring packages (e.g. Authorware Professional, 
Icon Author, Multimedia Toolbook, Hypercard etc.). 
International Archives of Photogrammetry and Remote Sensing. Vol. XXXI, Part B6. Vienna 1996