Cognitive mapping architectures and hypermedia disorientation: an empirical study
Journal of Educational Multimedia and Hypermedia
Computers in the classroom: mindtools for critical thinking
Computers in the classroom: mindtools for critical thinking
Visual explanations: images and quantities, evidence and narrative
Visual explanations: images and quantities, evidence and narrative
Journal of Educational Multimedia and Hypermedia
Understanding navigation and disorientation in hypermedia learning environments
Journal of Educational Multimedia and Hypermedia
Computers as Cognitive Tools: No More Walls
Computers as Cognitive Tools: No More Walls
The relationships between learner variables, tool-usage behaviour and performance
Computers in Human Behavior
Trends and issues of regulative support use during inquiry learning: Patterns from three studies
Computers in Human Behavior
Productive use of learning resources in an online problem-based learning environment
Computers in Human Behavior
Guiding students' online complex learning-task behavior through representational scripting
Computers in Human Behavior
Tool-use in a blended undergraduate course: In Search of user profiles
Computers & Education
Review: Content Management Systems: Enriched learning opportunities for all?
Computers in Human Behavior
A cognitive component analysis approach for developing game-based spatial learning tools
Computers & Education
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Much research exists on how problem-solving in hypermedia is assisted through the use of navigational aids. However, as hypermedia becomes more pedagogically rich, the structural characteristics of hypermedia no longer serve merely as navigational aids, but often as cognitive tools. When cognitive tools are embedded in problem-solving hypermedia environments, the objective is the continuous active manipulation of cognitive tools in the problem space in order to gather information, test hypotheses, and develop a solution. The purpose of this study was to investigate cognitive tools, individual differences, and group processing as mediating factors when learners were engaged in problem-solving in a hypermedia environment. We specifically examined group patterns of cognitive tool use to determine in what ways the group patterns of tool use may affect students' individual performance and experience of the problem-solving process. The findings provided some evidence to support a more contextual approach to individual cognition and learning; and emphasized the notion that a system of instructional variables interact to create optimal conditions for learning.