Concept Maps for Comprehension and Navigation of Hypertexts

Amadieu, Franck; Salmerón, Ladislao

doi:10.1007/978-1-4614-3178-7_3

Cited by 39 publications

(44 citation statements)

References 57 publications

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“…In comprehension tasks, many studies have shown general differences in favor of hierarchical structures, providing an overall organized overview summariz-ing content (Amadieu, Tricot, & Marine, 2009, Amadieu , Van Gog, Paas, Tricot, & Mariné, 2010Britt, Rouet, & Perfetti, 1996;Klois, Segers & Verhoeven, 2013;Müller-Kalthoff & Möller, 2004;Potelle & Rouet, 2003;Salmerón, Baccino, Cañas, Madrid, & Fajardo, 2009, Salmerón, Cañas, Kintsch & Fajardo, 2005; see also the review by Amadieu & Salmerón, 2014), whereas others did not (de Jong & van der Hulst, 2002;Dee-Lucas, 1996;Hofman & van Oostendorp, 1999;Lee & Tedder, 2003; see also Amadieu & Salmerón, 2014). In contrast, network presentations, without any hierarchy, path, or metaphor to organize the content, seem to lead to cognitive overload and disorientation, resulting in inefficient navigation and problems in comprehension.…”

Section: Introductionmentioning

confidence: 99%

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Burin

Barreyro

Saux

et al. 2017

EJREP

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Section: Introductionmentioning

confidence: 99%

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Burin

Barreyro

Saux

et al. 2017

EJREP

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“…Hiper ortamlarda kavram haritaları bilgilerin zihinsel olarak yapılandırılmasını desteklemek ve gezinmede öğrencilere rehberlik amacıyla kullanılabilir (Amadieu & Salmerón, 2014). Kavram haritaları kullanımın öğrenmeye olumlu yönde katkısı olduğu birçok çalışmada belirtilmektedir (Nesbit & Adesope, 2006;Horton, ve diğerleri, 1993) …”

Section: Kavram Haritalarının Otomatik Oluşturulmasına Yönelik Web Taunclassified

“…In hypermedia, concept maps can be used to support the mental structuring of knowledge and to guide students during navigation (Amadieu & Salmerón, 2014). It is stated in many studies that the use of concept maps positively contributes to learning (Nesbit & Adesope, 2006;Horton, ve diğerleri, 1993) but many difficulties are encountered in creating these maps.…”

Section: Introductionmentioning

confidence: 99%

Development of a Web-Based Application for the Automatic Creation of Concept Maps

Aydoğdu

Güyer

2018

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Concept maps are two-dimensional visual tools providing the definition of the relationships between the concepts in a certain subject area. Although various studies indicate that the graphical display of information has a positive contribution to the process of learning, the creation of concept maps in contents especially with a high text density brings some difficulties with it. It is observed that since studies are conducted on the automatic creation of concept maps for the purpose of overcoming these difficulties, but the algorithms used in these kinds of studies are generally developed according to the language structure, the products introduced do not adjust to the language structure of Turkish. From this viewpoint, a web-based application was developed for the creation of concept maps for Turkish texts by using the term frequency and inverse document frequency algorithms and the application developed was published at www.kavramharitasiolustur.com. The concept maps created by the application can be downloaded in a format that can be used directly in web-based learning environments.

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“…On that investigation the teams that worked with the traditional printed text, elaborated concept maps with a larger amount of concepts, whereas the nonlinear multimedia text condition groups, the concept maps showed a better hierarchical structure with a larger number of crosslinks. Furthermore, it could be noted that when working with nonlinear multimedia texts the concept maps would support a macro-structural, whereas concerning the lineal printed, the collaborative concept mapping construction would propitiate a better processing in terms of micro-structural level, allowing the recognition of a wider range of concepts (Amadieu & Salmerón, 2014).…”

Section: Concept Mapping As Support For the Multimedia Collaborative mentioning

confidence: 99%

Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

Acuña

Aymes

2016

JCT

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This paper analyzes the effects of a support aimed at favoring the social regulatory processes in a computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of a multimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & van Hout-Wolters, 2007;2012), consists in the instruction, prior to the learning task, from a series of communication rules extracted from literature about effective collaboration. The study was carried out with 60 college students, grouped in 20 triads. Each triad was assigned to one of two conditions: with social regulatory support or without support. The students did a face-to-face collaborative task of reading comprehension, using the strategy of collaborative construction of concept maps from the information presented in the multimedia material. The performance was valued according to the quality of the concept maps, and the level of collaboration perceived by each member of the teams was tested. We found that the condition with social regulatory support promoted higher quality concept maps; however, the social regulatory support had significant effect on the levels of collaboration perceived by the team members. In the conclusions are pointed the reach of these results for the design and implementation of collaborative interventions, based on the use of multimedia materials.

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Concept Maps for Comprehension and Navigation of Hypertexts

Cited by 39 publications

References 57 publications

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Development of a Web-Based Application for the Automatic Creation of Concept Maps

Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

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