We examined whether the addition of graphical cues on a concept map could promote self-regulated learning with online materials. College-aged students were provided with concept map visualizations to guide revisions of a scientific essay. These visualizations varied in their use of two graphical cues: color-coded nodes that indicated error types and size-scaled nodes that indicated the importance of domain ideas. Metacognitive strategies were assessed using students’ self-reported visualization use and essay changes. Learning was assessed via true/false items, short answer questions, and self-generated concept maps. Results indicated that color-coding promoted better revision strategies, and both graphical cues supported deeper understanding of domain content compared to a typical concept map display. Implications are discussed for visual display designs that provide meaningful feedback during online learning.