These features, however, might overload learners as excessive motivational and cognitive stimuli thus impeding intended learning.
By comparing the group map and the goal map, we can find lacking and excessive links that many learners failed to correctly connect.
This coherence effect provides evidence that over-excessive detail reduces learners' capacity for essential information processing [ 27].
The group-goal difference map showed 61 differences, that is, 26 kinds of excessive links (63 links in the learner maps), 31 kinds of lacking links (69 in the learner maps), and 4 kinds of leaving links (6 links in the learner maps).
In this experimental use, because lacking links are the correct answers themselves, only leaving and excessive links were shown to learners and they were requested to improve their maps.
In comparison of the group map and the goal map, KBmap Analyzer detected 61 differences, that is, 26 kinds of excessive links (63 links in total in learner maps), 31 kinds of lacking links (69 in total in learner maps), and 4 kinds of leaving links (6 in total in learner maps).
Although excessive instructional information for more knowledgeable learners can hurt performance, our results indicate that condition action elaborations improved procedural performance the most, in both the active and passive conditions.
Boosted ARTMAP is an on-line learner, it does not require excessive parameter tuning to operate, and it reduces precisely to Fuzzy ARTMAP for particular parameter values.
Figure 15 is a filtered group-goal difference map that is composed of excessive links appeared in more than 10%% learner maps.
Learning can be more effective and have a deep-seated influence, if learners are not overloaded with excessive information from a specific sensory channel.
