Abstract
This article discusses the design of Concept Mapped Project-Based Activity Scaffolding System (CoMPASS) and the theoretical foundations that it is based on. CoMPASS is a hypertext system that presents students with external, graphical representations in the form of concept maps as well as textual representations both of which change dynamically as students traverse through the domain and make navigational decisions. In a study in which middle school students used CoMPASS, students' navigation paths, as well as their learning outcomes, were analyzed. A comparison class in which students used the system without the maps for navigation provided information about students' use of the maps for navigation and its effect on their learning. It was found that students who used the maps version of the system performed significantly better in a concept mapping test as well as an essay test, and their navigation was more focused. This article discusses the findings of the study and its implications for designing hypertext systems.
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