Students who spent the longest time looking at the map found the least relevant information¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 1997 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The three time-on-map groups differed significantly on orientation ratio (H(2)= 6.8, P<0.05) and access ratio (H(2)= 9.5, P<0.05), but not significantly on search ratio (H(2)= 5.2, P=0.06). → Stanton 1997 q2 i? The group spending the longest time on the map had the lowest mean rank on search; students who spent less time in the map found more relevant information. → Stanton 1997 (2)

Evidence¶

Stanton 1997¶

Stanton, N., Correia, A. P. and Dias, P. (1997). Efficacy of a map on search, orientation and access behaviour in a hypermedia system. https://scholar.google.com/scholar?q=Efficacy+of+a+map+on+search+orientation+and+access+behaviour+in+a+hypermedia+system

q2 · i? · associational · r1

Kruskal–Wallis comparison of the three groups defined by time spent looking at the map showed significant differences on orientation and access ratios only; the search-ratio difference was "H(2)= 5.2, P=0.06", not significant.

"There were significant differences between the time spent in the map relatively to the orientation ratio (H(2)= 6.8, P<0.05) and the access ratio (H(2)= 9.5, P<0.05)."

Stanton 1997 (2)¶

Stanton, N., Correia, A. P. and Dias, P. (1997). Efficacy of a map on search, orientation and access behaviour in a hypermedia system. https://scholar.google.com/scholar?q=Efficacy+of+a+map+on+search+orientation+and+access+behaviour+in+a+hypermedia+system

q2 · i? · associational · r1

From the same time-based comparison: the longest-time group had the lowest mean rank on search ratio, indicating "the students who spent less time in the map" found more relevant information.

"However, the group who spent the longest time in the map had the lowest mean rank, which means that the students who spent less time in the map"

Discussion¶

Related Claims¶

• Greater use of the navigation map is associated with less relevant searching in a hypermedia learning task — related
• Frequent map users showed higher orientation and access ratios, yet orientation and access remained the weakest performance ratios — related
• Groups differing in frequency of map visits differed on orientation and access ratios but not significantly on task-test scores — related
• Scaffolded student teachers were more effective in searching for information for their presentation, while the unscaffolded group had difficulties finding relevant information — related