Abstract
It has been amply emphasized the increasing use of cognitive science principles and concepts in the design of hypermedia educational software. Cognitive-oriented design tools may help to ameliorate human-computer interface constraints that impede appropriate learning when using hypermedia educational software. The literature suggests that in order to enhance meaningful learning, computer-based learning materials should be designed in such a way that learners can use knowledge to construct meaning autonomously avoiding common problems such as user desorientation, cognitive load, and cognitive overhead. This study examines the use of concept maps as powerful software design tools to help learners to navigate through knowledge and thus constructing meaning by making their learning more meaninfully. Concept mapping is used as a powerful software design technique to help learners to learn how to learn and think when using educational hypermedia systems. It also analyzes the methodology used to apply this metalearning technique in the construction of hypermedia systems to assist learners in the learning of science concepts and processes. The initial qualitative results indicate that concept mapping can be a useful metalearning technique to ameliorate cognitive load and improve the human-computer interaction in hypermedia systems to foster meaningful learning of science concepts and processes.
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Sánchez, J.H., Mallegas, A.S. (1994). Cognitive Maps as Human-Computer Interface Design Tools for Learning. In: Baeza-Yates, R. (eds) Computer Science 2. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9805-0_32
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DOI: https://doi.org/10.1007/978-1-4757-9805-0_32
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