Concept maps as hypermedia components
International Journal of Human-Computer Studies - Special issue: knowledge-based hypermedia
Computers in the classroom: mindtools for critical thinking
Computers in the classroom: mindtools for critical thinking
Journal of Interactive Learning Research - Special double issue on concept mapping
The Architecture of Cognition
Structural Knowledge: Techniques for Representing, Conveying, and Acquiring Structural Knowledge
Structural Knowledge: Techniques for Representing, Conveying, and Acquiring Structural Knowledge
Mind maps as active learning tools
Journal of Computing Sciences in Colleges
The use of support devices in electronic learning environments
Computers in Human Behavior
Trends and issues of regulative support use during inquiry learning: Patterns from three studies
Computers in Human Behavior
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In this study, the effects of visualization tools on argumentation skills, knowledge acquisition, and motivation during learning with a hypermedia learning environment were examined. Participants in this experiment had to complete an argumentation task on environmental issues by using a hypermedia learning environment as resource. In one condition, participants were provided with a graphical mind mapping tool in order to complete an argumentation task. In a second condition, a two-columned text editor has been given. A control group received no argumentation task and no corresponding support device. Results suggest that a graphical argumentation support device can enhance learners' motivation, but has no influence on knowledge acquisition or quality of arguments, whereas both argumentation support devices led to superior results compared to the control group. Overall, results reveal that the assignment of an argumentation task to hypermedia learning environments was an effective instructional strategy that led to enhanced knowledge acquisition compared to learning without an argumentation task.