Knowledge Maps and the Presentation of Related Information Domains

Abstract

An experiment was conducted to assess the relative effectiveness of multiple-relationship knowledge maps and traditional text for the presentation of related information domains. A secondary purpose was to investigate comparative versus sequential presentations. Knowledge maps were found to be superior to traditional text in acquisition and affect associated with studying for one type of material. Moreover, students in the map groups reported gaining more knowledge about their information processing and study strategies that would help them in future learning than did those in the text groups. However, these results were not replicated with respect to a second sample of text on a different topic. Subject matter and structural parameters that might account for the inability to replicate the knowledge map effect across passages are identified.