Dynamic concept maps as knowledge representation tools for learning

The purpose of this thesis is to extend research on educational node-link displays with animated multimedia presentation. The thesis focuses on an empirical study of the learning effectiveness of a dynamic concept map synchronized with audio presentation. 133 undergraduates, who were randomly assigned to four groups, participated in this experiment. The two experimental groups viewed plain and graphically enhanced concept maps that were semantically equivalent to the narration. These animated concept maps were synchronized with the audio track. The two control groups viewed text versions of the narration, one synchronized with the audio track and another version preceding the audio track. All visual presentations were incremental and cumulative. Both map groups outperformed the text groups on a free recall test. The plain map group outperformed the text groups on a comprehension test. Implications of this work are discussed with respect to cognitive and multimedia theories of learning.