A Map-Based Online Learning Services Mode and Its Application Effect Evaluation

CHEN Di; XU Wenhui; GAO Ruiyang; ZHOU Dongbo

doi:10.13203/j.whugis20250385

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A Map-Based Online Learning Services Mode and Its Application Effect Evaluation

更新时间：2026-11-05

- A Map-Based Online Learning Services Mode and Its Application Effect Evaluation
- Geomatics and Information Science of Wuhan University Vol. 51, Issue 1, Pages: 55-66(2026)
- 作者机构：
  
  1.华中师范大学人工智能教育学部，湖北武汉,430079
  2.河南师范大学教育学部，河南新乡,453007
- 作者简介：
- 基金信息：
- DOI：10.13203/j.whugis20250385
  CLC： P208
- Received：02 December 2025，
  
  Published：05 January 2026
- 稿件说明：
移动端阅览
陈迪,徐雯慧,高瑞阳，等.地图化在线学习服务模式及其应用效应[J].武汉大学学报（信息科学版）,2026,51(1):55-66.

CHEN Di,XU Wenhui,GAO Ruiyang,et al.A Map-Based Online Learning Services Mode and Its Application Effect Evaluation[J].Geomatics and Information Science of Wuhan University,2026,51(1):55-66.
陈迪,徐雯慧,高瑞阳，等.地图化在线学习服务模式及其应用效应[J].武汉大学学报（信息科学版）,2026,51(1):55-66. DOI：10.13203/j.whugis20250385

CHEN Di,XU Wenhui,GAO Ruiyang,et al.A Map-Based Online Learning Services Mode and Its Application Effect Evaluation[J].Geomatics and Information Science of Wuhan University,2026,51(1):55-66. DOI：10.13203/j.whugis20250385

摘要

现有的在线学习平台与系统采用目录与列表式的学习资源组织方式，导致在线学习完成度低、投入度不足、学习意愿与满意度不高。提出了一种地图化在线学习服务模式，通过知识地图组织多层次资源，辅以地图交互支持探索式学习，并融合位置服务提供路径规划与个性化资源推荐，并构建相应的在线学习平台。以《数据结构》课程为例开展教育实证，结合问卷调查和日志数据分析，验证了所提模式的应用效果。结果表明，在地图化在线学习服务模式下，学习者的学习资源观看时长与使用率显著提高，学习者的满意度、学习投入与深度学习动机显著提升，有效促进了知识深层加工，且未增加认知负荷。地图化在线学习服务模式不仅促进了在线学习模式的发展，也探索了面向在线学习的教育资源地图化组织模式，拓展了地理信息服务的教育应用范畴。

Abstract

Objectives

Current online learning platforms predominantly rely on tabular or hierarchical lists to organize and present learning resources. This conventional approach is associated with several challenges

including low course completion rates

insufficient learner engagement

diminished motivation and satisfaction. These limitations highlight a critical gap in how online learning environments support cognitive processing

exploratory behavior

and sustained interest. As an effective tool for information presentation

maps offer functions such as spatial organization

positioning

and navigation

which can be leveraged to enhance online learning. We aim to apply map-based interfaces to online learning by constructing a support service mode centered on three aspects: Resource organization

learning interaction

and personalized support. Specifically

the mode employs hierarchical map visualization to structure and manage learning resources

utilizes map browsing and interaction (e.g.

zooming

panning

layer control) to facilitate exploratory learning

and integrates location-based services

such as positioning

path planning

and resource recommendation to deliver personalized learning support. The goal is to provide a more intuitive

engaging

and efficient online learning experience.

Methods

A map-based online learning service mode was developed

incorporating a generalized map visualization mechanism to organize learning resources. Subject knowledge maps were created using map elements to represent multi-level knowledge points

with the finest-grained layers used to associate and manage relevant learning resources. Interactive map operations (e.g.

positioning

zooming

layer control) were designed to support exploratory learning

while location-based services enabled learner positioning

learning path planning

and resource recommendations. To evaluate the mode

a map-based online learning system was implemented and conducted a pilot study in a university data structure course. A mixed-methods approach combining questionnaires and learning log analysis was used to assess differences in learner satisfaction

engagement

deep learning

and academic performance.

Results

The findings show that the proposed mode significantly increased both the viewing duration of learners and the utilization rate of learning resources. Learners also demonstrated notably higher satisfaction

engagement

and motivation for deep learning. Furthermore

the mode effectively facilitated deeper knowledge processing without increasing cognitive load.

Conclusions

The proposed mode offers an innovative map-based approach for organizing educational resources

effectively enhances online learning engagement and outcomes and extends the application of geographic information service concepts into the educational domain

thereby broadening the scope of geographic information services technology in learning environments.

关键词

Keywords

references

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