Considerable studies indicate that structuring concepts within a diagram enhances learning (e.g. concept mapping), as opposed to learning by just reading the information. We examine whether the differences in the structure of information (hierarchical or linear string) affect learning based on the formation and drawing of a diagram. In our experiment, participants learned a family tree consisting of 6 members (Hierarchical) or the order of 6 participants in a relay race (Linear). While learning, half of the participants in each condition produced a drawing of the family tree or flow diagram of relay order (Drawing). In contrast, the other half read presented diagrams and wrote down the names (Reading). The results revealed that while participants in Hierarchical- Drawing performed better on the post-test than those in Hierarchical-Reading, there was no difference between the performance of participants in Linear-Drawing and Linear-Reading. That suggests the structural factor would affect the learning.

The present study aimed to develop effective education methods of online search for unskilled college students. Inthe preparatory stage of the study, an experiment using simple browsing tasks was conducted to examine the effects of importantfactors of searching focusing on cognitive load. Under two conditions (Casual and Formal) promoting different motivations,search result lists were displayed to fifty-nine college students to look for two types of information: seeking statistical data (taskA) and seeking views and opinions to answer open questions (task B). Analyses of each task using two factors (the conditionsand their presentation orders) revealed that in task A, only when the Casual condition was first, the participants performedbetter in the Formal condition. In task B, only when the Formal condition was first, browsing time in the Casual condition wasshorter. We assume that these effects are associated with the workload of browsing.