Investigating learning with a navigable concept map

Navigable concept maps are a type of graphical overview and a relatively new learning tool that may serve several interrelated functions while learners study online: as a graphic organizer, navigational tool, pathway indicator, actual material-to-be-learned, and a means to self-monitor and review during studying and at the end of a study period. Few studies have examined navigable concept maps, although many studies have investigated different types of organizers with varied learner control. Studies have focused primarily on achievement outcomes and explanations based on cognitive load and individual differences. The results are inconsistent and the implications, unclear. The present study aimed to achieve three key goals: (1) to examine whether knowing one’s location within the navigable concept map or control over topic sequence affects online studying and achievement, (2) to investigate the relationship between metacognitive awareness, self-regulated learning, individual differences, and studying and achievement, in relation to navigable concept map use; and, (3) to observe the studying process and learners’ experiences using the map. Sixty-three university students were assigned to one of three treatment groups: learner-, peer- or instructor-controlled topic sequence. The participants studied the topic of novel foods through a navigable concept map and related text. Descriptive data, scores on the Metacognitive Awareness Inventory (MAI), self-ratings of learning, time on each study page, eye-movement and fixation data, scores for a recall and application achievement measure and responses to a studying experience questionnaire were collected. Although there were no statistically detected effects of learner control over topic sequence, the results supported previous findings where prior knowledge, motivation, and interest influenced perceptions of learning and achievement. Topic selection sequence for the learner control group suggested patterns in students’ approaches to studying via a concept map. Limited eye-movement data (n = 35) offered a glimpse of how map use varied over the study period and how learners attended to the text more than the map. These, combined with self-report data, provided insight into the potential of navigable concept maps and considerations for future designs to support the studying process and self-regulation, and in turn, achievement.