Freedom of direction

• Learning by exploring (i.e. self-direction by choosing what to study)
• Ability to teach newer theories/concepts (i.e. the curriculum was able to build in concepts such as causal inference)

Learning through thinking

• Practicing critical thinking (i.e. the decision of whether to post a node and how to write it)
• Practicing metacognition (i.e. deciding whether to upvote/downvote and whether to improve a node or not)

Collaborative environment

• Collaborative mapping (i.e. reading a node from another persons understanding of that concept)
• Collaborative discussions (i.e. listening to someone else explain a concept or node in class)
• Signs of life (i.e. users monitor other users activity)
• Competition between users (i.e. who makes a post first)

Structure

• Ease of navigation of topics (i.e. search bar and parent/child nodes)
• Assists meaningful learning through organization (i.e. hierarchies improve visual organization)
• Synthesis of an online platform and traditional ways of learning (i.e. reading books and transcribing nodes on map)

Transparency

• Transparency in moderation (i.e. seeing someone else's reasoning for post and upvoting/downvoting)
• Transparency of content (i.e. seeing a reference someone used for a node)

Gameification

• Measures of information value (i.e. more liked nodes can be deemed as more useful)
• Design features that improve motivation (i.e. student dashboard with score tracking)