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Effect of visual representation of the conceptual structure of the domain on science learning and navigation in a hypertext environment
Article

, University of Wisconsin, Madison, United States ; , University of Connecticut, United States

Journal of Educational Multimedia and Hypermedia Volume 16, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

With the proliferation of technology, electronic texts in the form of hypertext and hypermedia systems as well as digital libraries are increasingly being used in scientific inquiry. Digital or hypertext documents are nonlinear and flexible, and enable students to follow their own investigation paths. However, the flexibility also poses challenges for students as it pushes students them to make decisions as they selectively browse through the space. The research described in this paper aimed to understand (1) how providing students with a visual representation that mirrors the conceptual structure of the domain affects navigation and learning and (2) whether continued use of a hypertext system enables students to learn from it regardless of its structure.

Citation

Puntambekar, S. & Goldstein, J. (2007). Effect of visual representation of the conceptual structure of the domain on science learning and navigation in a hypertext environment. Journal of Educational Multimedia and Hypermedia, 16(4), 429-459. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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