Effects of Conceptual Representation on Learning from Hypermedia

Studying complex systems is increasingly important in many domains. Several features shared by complex systems hinder deep understanding. For example, understanding complex systems involves thinking about multiple interdependent levels, non-linear causality and/or emergence. Conceptual representations offer opportunities to become integrating frameworks across different domains. This study investigates how alternative conceptual representations embodied in hypermedia can help middle school students better understand a complex system, the human respiratory system. We designed two versions of instructional hypermedia based on structure-behavior-function theory. SBF is a conceptual representation that is part of the disciplinary toolbox of biologists and thus is an appropriate representation for learning in this domain. One hypermedia was function-centered while the other was structure-centered. We contrasted the instructional effects of these two alternative conceptual representations. Students using the function-centered hypermedia developed deeper understanding than those using the structure-centered version on one of the two measures. Implications and limitations are discussed.