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.