Comenzamos con un acercamiento conceptual al término
Hipermedia y con ello pretendemos describir los elementos que lo componen
y la estructura que posee para haber hecho que se convierta en uno de los
modos de organizar la información más empleados en la actualidad.
Seguidamente hacemos un análisis de la repercusión de los hipermedias en
el aprendizaje, cómo son empleados por los alumnos para alcanzar el
conocimiento y de las ventajas y desventajas que de su uso se derivan.
Pretendemos, además, conocer cómo la organización del contenido en redes
semánticas repercute en el modo de organizar la información en los alumnos.
We begin with a conceptual approach to the term of Hypermedia, with which we claim to describe the elements that it is composed with and its structure, which made it become one of the most used ways of organizing information nowadays. Following, we make an analysis of hypermedia’s repercussion on learning, how it is used by students in order to achieve knowledge, and the consequent advantages and disadvantages resultant of its use. Furthermore, we claim that we know how content organization in semantic networks affects the manner of organizing information in students.
We begin with a conceptual approach to the term of Hypermedia, with which we claim to describe the elements that it is composed with and its structure, which made it become one of the most used ways of organizing information nowadays. Following, we make an analysis of hypermedia’s repercussion on learning, how it is used by students in order to achieve knowledge, and the consequent advantages and disadvantages resultant of its use. Furthermore, we claim that we know how content organization in semantic networks affects the manner of organizing information in students.
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