【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。更多还原

【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 satisfac-tion. These limitations highlight a critical gap in how online learning environments support cognitive pro-cessing, 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 sup-port. Specifically, the mode employs hierarchical map visualization to structure and manage learning re-sources, utilizes map browsing and interaction(e.g., zooming, panning, layer control) to facilitate explorato-ry learning, and integrates location-based services, such as positioning, path planning, and resource recom-mendation 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 struc-ture course. A mixed-methods approach combining questionnaires and learning log analysis was used to as-sess 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 ap-proach 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.更多还原