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Cognitive Mapping as a Learning Method in Hypermedia Design Article

, University of Twente

Journal of Interactive Learning Research Volume 8, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


The effectiveness of cognitive mapping is defined operationally in the terms of general beneficial, differential, and compensation effects. The contribution of the concept mapping method will mainly be discussed in the context of student assignments in an ill-structured hypermedia design environment. The supposed effects will be checked against the uniqueness of cognitive mapping, cognitive mapping styles, and cognitive mapping as a creative problem solving technique. The most salient theories on which the current practice of cognitive mapping is built upon are discussed, with an emphasis on problem solving representations and meta-cognition.


Stoyanov, S. (1997). Cognitive Mapping as a Learning Method in Hypermedia Design. Journal of Interactive Learning Research, 8(3), 309-323. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2018 from .


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Cited By

  1. Definition, conceptualization, and utilization: A review of research on concept mapping as a pedagogical mindtool

    Woei Hung, University of North Dakota, United States; Johannes Strobel, Purdue University, United States

    EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3004–3011

  2. Novice and Expert Collaboration in Educational Software Development: Evaluating Application Effectiveness

    Rob Friedman & Adam Saponara, New Jersey Institute of Technology, United States

    Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 271–292

  3. Agent-Based Instructional Design Model for Cognitive Mapping

    Lora Aroyo, Svetoslav Stoyanov & Piet Kommers, University of Twente

    EdMedia + Innovate Learning 1999 (1999) pp. 482–487

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