Improving Navigation and Learning in Hypertext Environments With Navigable Concept Maps
- ISSN: 07370024
- DOI: 10.1207/S15327051HCI1804_3
Abstract
This article discusses the design of Concept Mapped Project-Based Activity Scaffolding System (CoMPASS) and the theoretical foundations that it is based on. CoMPASS is a hypertext system that presents students with external, graphical representations in the form of concept maps as well as textual representations both of which change dynamically as students traverse through the domain and make navigational decisions. In a study in which middle school students used CoMPASS, students' navigation paths, as well as their learning outcomes, were analyzed. A comparison class in which students used the system without the maps for navigation provided information about students' use of the maps for navigation and its effect on their learning. It was found that students who used the maps version of the system performed significantly better in a concept mapping test as well as an essay test, and their navigation was more focused. This article discusses the findings of the study and its implications for designing hypertext systems.
Improving Navigation and Learning in Hypertext Environments With Navigable Concept Maps
Learning in Hypertext
Environments With Navigable
Concept Maps
Sadhana Puntambekar and Agnes Stylianou
University of Connecticut
Roland Hübscher
Bentley College
ABSTRACT
This article discusses the design of Concept Mapped Project-Based Activity
Scaffolding System (CoMPASS) and the theoretical foundations that it is based
on. CoMPASS is a hypertext system that presents students with external, graphi-
cal representations in the form of concept maps as well as textual representations
both of which change dynamically as students traverse through the domain and
make navigational decisions. In a study in which middle school students used
CoMPASS, students’ navigation paths, as well as their learning outcomes, were
analyzed. A comparison class in which students used the system without the maps
HUMAN–COMPUTER INTERACTION, 2003, Volume 18, pp. 395–428
Copyright ? 2003, Lawrence Erlbaum Associates, Inc.
Sadhana Puntambekar is a psychologist whose research areas are the design of
hypertext environments for science and issues in navigation and comprehension
of nonlinear text; she is an assistant professor of Educational Psychology at the
University of Connecticut. Agnes Stylianou is a doctoral candidate in Educa-
tional Psychology at the University of Connecticut; she studies navigation support
for hypertext. Roland Hübscher is a computer scientist whose research focus is
on human–computer interaction, educational technology, and adaptive
hypermedia; he is an assistant professor of Information Design and Corporate
Communication at Bentley College.
tion and its effect on their learning. It was found that students who used the maps
version of the system performed significantly better in a concept mapping test as
well as an essay test, and their navigation was more focused. This article discusses
the findings of the study and its implications for designing hypertext systems.
1. INTRODUCTION
Hypertext environments are now increasingly being used in education.
The flexibility and nonlinearity of hypertext systems, attributes that seem to
hold great promise, have also been viewed as causing confusion and disorien-
tation with users not being able to figure out where they are and where they
should go next (Marchionini, 1995). In hypertext and hypermedia systems,
learners are encouraged to actively interact with large integrated bodies of in-
formation presented in alternative representations and contexts, by browsing
through the space selectively (Bolter, 2001). Therefore, hypertext allows
more learner control providing flexibility to the users to decide what links to
follow and in what order (Marchionini, 1995).
396 PUNTAMBEKAR, STYLIANOU, AND HÜBSCHER
CONTENTS
1. INTRODUCTION
2. DESIGN OF CoMPASS
2.1. Visual Representations
2.2. Structure of the Domain
2.3. Fisheye Views
2.4. Alternative Views
3. METHOD
4. RESULTS
4.1. Use of Navigation Tools
4.2. Focused Versus Random Navigation
Analyses of Patterns of Transitions
Analysis of Goal-Related Navigation
4.3. Depth of Knowledge
4.4. Influence of Maps on Navigation and Learning
4.5. Student Attitudes About the Maps
5. DISCUSSION
6. CONCLUSION
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