Abstract
Concept maps, which are graphical tools for organizing and connecting knowledge, hold promise for supporting students across disciplines in exercising systems thinking while tackling sustainability issues. We conducted a study to quantify cognitive load and performance (as an indicator of cognitive flexibility) among undergraduate students (N = 25) when engaging in sustainability concept mapping, as compared to simple listing tasks. Participants created two concept maps and two lists, engaging with four sustainability topics: water availability, climate change, food security, and renewable energy. During tasks, perceived and neurological cognitive load were assessed using the NASA Task Load Index (TLX) and a B-Alert X10 electroencephalogram (EEG), respectively. Concept mapping performance was quantified using established Traditional and Categorical Methods. Participants experienced higher perceived load (p < 0.001) and similar neurological load (p = 0.291) during concept mapping, as compared to listing. Higher neurological load during concept mapping was associated only with lower effort (ρ = −0.416, p < 0.01). Concept maps demonstrating greater breadth and connectedness of knowledge were associated with lower perceived total workload (ρ = −0.354, p < 0.05). Also, no concept map performance metric was associated with increased neurological load (p > 0.05). As such, we propose that concept maps may indeed be a uniquely-suited tool for helping students mediate cognitive load during systems thinking, thereby supporting educators in furthering education for sustainable development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have