Krieglstein, F., Schneider, S., Beege, M., & Rey, G. D. (2022). How the design and complexity of concept maps influence cognitive learning processes. Educational technology research and development, 70(1), 99-118.

How the design and complexity of concept maps influence cognitive learning processes

1. Few vs. many nodes: In the concept map with fewer nodes, each node contains a greater amount of information. However, this difference in the amount of information in each node is not extremely prominent, mostly about 2 to 3 times as much, e.g., a phrase/word vs. a few phrases/words. 
2. Salience: A concept map with high salience puts the nodes physically closer to each other. 


Variables in "How the design and complexity of concept maps influence cognitive learning processes"

Disorientation has a significant negative impact in the efficiency of concept maps.

Implications of "How the design and complexity of concept maps influence cognitive learning processes"

1. Salience of the map structure is significantly associated with disorientation, but not extraneous cognitive load. 
2. The number of nodes did not have a great effect on cognitive load. 

Johns Hopkins University

University of Michigan - Ann Arbor

Studies of Cognitive Load in Non-linear Text

Zumbach, J., & Mohraz, M. (2008). Cognitive load in hypermedia reading comprehension: Influence of text type and linearity. Computers in human behavior, 24(3), 875-887.

Cognitive load in hypermedia reading comprehension: Influence of text type and linearity

Extraneous cognitive load in hypermedia learning is determined by the interaction of presentation format (linear/non-linear text) with text type (narrative text or encyclopedia text). Results suggests that non-linear information presentation of narrative text structure increases cognitive load and decreases knowledge acquisition; no significant difference found for different presentation formats of encyclopedia text. 

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