The Site Map Principle in Multimedia Learning
From Eduwiki
Chapter 20- Amy M. Shapiro
Site maps provide learners with a bird’s eye view of a hypermedia site. This allows users to understand the site’s content and structure. A site map can appear in different forms and levels of detail, ranging from a traditional table of contents to a graphical representation of the site’s documents. The purpose of a site map is to keep learners from “getting lost in hyperspace” while supporting learning goals.
The site map principle holds that beginning students learn better in hypertext environments when they receive appropriate site maps. The site map principle proposes that learners can benefit from appropriately structured site maps because they can reduce the cognitive load and orient learners in a hypertext. In other words, site maps can prevent the detrimental effects of “getting lost in hyperspace” which requires the learner to expend cognitive resources on finding one’s way that could otherwise be spent on learning. Site maps work like a “you are here” directory at malls.
In the reading, the National Zoo in Washington, D.C.’s website (http://natzoo.si.edu) is given as an example of two different site maps. The hierarchically structured site map allows viewers to bypass irrelevant information and locate the information of greatest interest. It can also expand a users’ interest by exposing them to topics about which they were unaware. A second site map displays an abbreviated map comprised of pictures targeted at children who may have low reading skills. Simple maps like this prevent children from getting lost in the information they probably do not need. In this way the site map goal of learning about animals at the zoo is supported by the site map.
In studies, low knowledge students learned significantly better with the hierarchical site map. For more knowledgeable learners, a well-organized site map is unnecessary because they already have a knowledge base to draw from as they attempt to organize and understand the hypertext. There is some degree of contradiction within the literature that explores the effectiveness of site maps on learning. In all studies graphical maps were most effective. However, more research is needed to determine what an appropriate site map is.
Site maps are likely to be useful in very large systems where the possibility of becoming lost or disoriented is high. Keeping learners oriented may indirectly enhance learning because it allows learners to focus their efforts on learning rather than finding their way. Simple maps that show the content and structure of a hypertext in a clear, unambiguous way (i.e. hierarchical map) are most effective. Site maps should be structured to support the goals of a learner. Since learners have different abilities and learning goals, it may be beneficial for educators to create multiple versions of a site map and supply students with the most appropriate for an assigned learning goal.
