The effects of an interactive navigational map and spatial ability on Web-based learning

This study investigated the effects of an interactive navigational map as a cognitive tool to facilitate navigation and learning in a web-based lesson. The interactive navigational map in this study presents the conceptual structure of the lesson content with clickable links and graphical feedback about lesson progress. It was designed to help students navigate more easily and build interrelationships between important concepts in the lesson, thereby improving the learning process. In the study, the effects of the map on cognitive load and learning performance in relation to learners' spatial ability are investigated. Learning performance is assessed in terms of structural knowledge and recall.; The study used a 2-by-2 factorial design. Ninety-three college students were assigned to one of four groups defined by crossing the treatments (Map or No-Map) and the measured variable of spatial ability (High or Low). Three dependent variables, cognitive load, structural knowledge, and recall, were measured. Students studied a web-based lesson on individual differences related to learning and instruction with or without the map.; The results suggest that the interactive navigational map improved recall in the group of students with low spatial ability. Analysis of navigational behavior indicated that the map enhanced students' orientation regardless of their spatial ability. The map provided effective guidance in terms of fewer visits to access information and fewer revisits, and as a result, students were able to spend more time reading information than exploring. There were no significant effects on either cognitive load or structural knowledge.