There are two prospective on the impact of rewarding on participants' performances.
- Economic behaviorists
- SDT self determination theory
- Using Mturk as a participant pool 


Rewarding participants Good or bad?

In our experiment before displaying the actual maps to be studied, we presented a sample map with different content and each researcher verbally explained the structure and trained students how to navigate and read the map. Participants were asked to navigate through the maps and try different features until they feel comfortable with the format and structure then they were allowed to proceed. This process is aimed to reduce the “Map Shock” effect on participants as discussed by[dansereau2005node].

Providing Sample passage before reading actual map

1. Scoring of the free-recall responses were based on a procedure developed
by (Meyer (1975)) and (Holley, Dansereau, McDonald, Garland, and Collins
(1979) Pearson correlation coefficient of 0.86) as explained by [Hall 1996].
2. We divided the original material into an inclusive set of propositions. Each proposition contained one fact. Four experienced scorers matched these
propositions with the set of propositions contained in a participant’s free-recall
test [Hall 1996]. 
3. Reliability was established by having 4 experienced rater
score a randomly selected subset of each recall response. A minimum reliability
coefficient of 75% was guaranteed.


Scoring of free recall responses

- Hall, R. H., & O'Donnell, A. (1996). Cognitive and affective outcomes of learning from knowledge maps. Contemporary educational psychology, 21(1), 94-101.
- Holley, C. D., Dansereau, D. F., McDonald, B. A., Garland, J. C., & Collins, K. W. (1979). Evaluation of a hierarchical mapping technique as an aid to prose processing. Contemporary Educational Psychology, 4(3), 227-237.
- Meyer, B. J. (1975). Identification of the structure of prose and its implications for the study of reading and memory. Journal of Reading Behavior, 7(1), 7-47.

References of the Experiment set-up

The experimental methodology used to compare the impact of hybrid maps and concept maps on reading comprehension involved several key procedures:
- Providing participants with no incentive or reward.
- Administering a pre-test multiple-choice questionnaire (MCQ).
- Providing a sample passage and map to familiarize participants before the actual reading task.
- Utilizing free recall scoring to evaluate comprehension.
- Performing qualitative coding of participant feedback.

University of Michigan - Ann Arbor

Google

This paper tries to compare impact of Hybrid map and Concept map on Reading Comprehension, Delayed Reading Comprehension, Free Recall and Delayed Free Recall. In this paper reading material were taken from ACT exams.

Hybrid Map: Visualizing Relations Between Paragraphs Improves Readability, Reading Comprehension, and Learning Compared to Novakian Concept Maps

Reading materials from (American college testing) has been used in several studies as a standard materials for running different experiments. Because they are supposed to be a reasonable difficulty so that all college student can answer them.

ACT reading materials as a standard material for experiments

1. Concept maps improve reading comprehension
2. Text summaries are superior to text
3. Headings help comprehension
4. Left-to-right orientation improves readability
5. Pictorial 2D representation of text improves comprehension (DCT)
6. Insufficient detail and richness in Novakian concept maps

Hybrid map design rational

Language used in academic, scientific literature is not entirely standardized but has several characteristics and conventions that are commonly used. It is distinct from narrative or informal writing.


Academic Language in Science

A quasi-experimental studies performed upon 1st year medicine students, studying the effect of concept-map learning compared to normal learning on grades in two language classes (English and Romanian), showed that concept mapping significantly increased students' grade on language learning over a period of 6 months. 

They utilized concept maps that involved: first, developing a question/target topic; second, developing 10-20 words that are put into boxes hierarchically; and thied, connecting these boxes with explanatory arrows, hierarchically, then with expanding associations. Results are then measured through the students’ grades 3 and 6 months later. 


Effect of Anatomy Learning through Concept Mapping on Long Term Memory

Model for visualizing and understanding how readers ingest and comprehend a text. In the model, reading is envisioned as a cyclical process by which a reader engages with ideas in the text. Each cycle represents a new sentence or proposition. During a cycle concepts fluctuate into activation when they obtain the attention of the reader. Concepts that are activated throughout the cycles that occur while reading result in an episodic memory representation of the text or situation model. 


Landscape Model

The design rationale behind hypertext systems focuses on externalizing and augmenting the human capacity to make meaningful, non-linear connections, closely resembling the brain's synaptic pathways. Driven by technological advancements, evolving educational psychology models, and cognitive learning sciences, hypertext design is theoretically grounded in constructivism, schema theory, and computational metaphors (Freudenheim, 2020; Stephens & Doherty, 1992). These systems aim to enhance learning by allowing users to explore and build interconnected, customizable networks of knowledge.

Hypertext design rationale

- Definition of Theory 
- DCT supports our design 

Dual Coding Theory

1. The role of language in deductive reasoning is confined to an initial stage

Language and Deduction 

An instructional design theory based on human cognitive architecture.

Cognitive Load Theory (CLT)

- For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning

Dual coding theory - experiments

Knowledge that is conscious and can be verbalized: facts, data, and pieces of information, such as mathematical or scientific facts.

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