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

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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. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21858.

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Journal Information

Journal of Educational Multimedia and Hypermedia
ISSN 1055-8896
Volume 16, Issue 4, October 2007
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JEMH

Authors

Sadhana Puntambekar, University of Wisconsin, Madison, United States; Jessica Goldstein, University of Connecticut, United States

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.

Keywords

• Middle School Education
• Sciences
• Instructional Design
• Learning Outcomes
• Navigation

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