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Impact of Knowledge Representations on Problem-Oriented Learning in Online Environments.

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Title: Impact of Knowledge Representations on Problem-Oriented Learning in Online Environments.
Authors: Gao, Qin (AUTHOR), Wang, Dunxing (AUTHOR), Gao, Fan (AUTHOR)
Source: International Journal of Human-Computer Interaction. 2015, Vol. 31 Issue 12, p922-938. 17p. 3 Color Photographs, 1 Diagram, 8 Charts.
Subjects: Theory of knowledge, Distance education, Functional representation, Maps in education, Problem solving
Abstract: The objective of this study was to investigate the impact of knowledge representations on problem-oriented learning in online learning environments. The study compared the impact of knowledge map representation with traditional hierarchical representation with regard to learning memory and problem-solving performance. Twenty-nine students participated in an experiment in which they studied online materials with the goal of solving two programming problems (simple and complex). It was found that participants who used the hierarchical representation read in the depth-first sequence, whereas participants who used the knowledge map representation read in a sequence reflecting the system running mechanism implied by the graphical representation. In addition, participants who used the knowledge map representation had better memory of the learning content, especially about relations between knowledge nodes. When solving the complex problem, participants who used the knowledge map representation made a deeper analysis of the problem and had better problem-solving performance. These results were not significant in the simple problem-solving task. [ABSTRACT FROM PUBLISHER]
Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Label: Title
  Group: Ti
  Data: Impact of Knowledge Representations on Problem-Oriented Learning in Online Environments.
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  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gao%2C+Qin%22">Gao, Qin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wang%2C+Dunxing%22">Wang, Dunxing</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gao%2C+Fan%22">Gao, Fan</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Human-Computer+Interaction%22">International Journal of Human-Computer Interaction</searchLink>. 2015, Vol. 31 Issue 12, p922-938. 17p. 3 Color Photographs, 1 Diagram, 8 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+representation%22">Functional representation</searchLink><br /><searchLink fieldCode="DE" term="%22Maps+in+education%22">Maps in education</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The objective of this study was to investigate the impact of knowledge representations on problem-oriented learning in online learning environments. The study compared the impact of knowledge map representation with traditional hierarchical representation with regard to learning memory and problem-solving performance. Twenty-nine students participated in an experiment in which they studied online materials with the goal of solving two programming problems (simple and complex). It was found that participants who used the hierarchical representation read in the depth-first sequence, whereas participants who used the knowledge map representation read in a sequence reflecting the system running mechanism implied by the graphical representation. In addition, participants who used the knowledge map representation had better memory of the learning content, especially about relations between knowledge nodes. When solving the complex problem, participants who used the knowledge map representation made a deeper analysis of the problem and had better problem-solving performance. These results were not significant in the simple problem-solving task. [ABSTRACT FROM PUBLISHER]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=111479627
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        Value: 10.1080/10447318.2015.1072788
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        Text: English
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      – SubjectFull: Theory of knowledge
        Type: general
      – SubjectFull: Distance education
        Type: general
      – SubjectFull: Functional representation
        Type: general
      – SubjectFull: Maps in education
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      – SubjectFull: Problem solving
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