Implications (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
- Therefore, instructors need to know exactly what they intend to achieve for the readers (e.g. global or local gist comprehension, or problem solving) to determine whether the design of their concept maps effectively conveys their instructional objectives.
- To match the readers’ reading capacity and needs, it is advisable to present an interactive concept map that starts with a parsimonious and theme-oriented structure, and then gradually expand the details along with the instruction.
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Psychology
Social Science
Empirical Science
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Pre-concepts (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Literature review (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
RQ (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Hypothesis (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Methods (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Results (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Discussion (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Conclusions (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)
Implications (Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading)