Abstract
This research, to design and develop a concept map authoring support tool, adopts a semi-automatic concept mapping approach to help teachers create concept maps from English readings. A concept map is widely regarded as a useful teaching and learning tool. It offers many potential advantages apart from representing the students’ knowledge and understanding during learning. Students’ engagement in using and creating concept maps with a computer-enabled concept mapping tool raises concept maps’ potential benefits. It contributes to the learning process and improves the students’ meaningful learning. The Kit-Build concept map framework, which incorporates a technology-enabled concept mapping tool, uses concept map recomposition as its essential learning activity. In learning with Kit-Build, teachers compose concept maps that they want the students to achieve. The teachers’ maps are then decomposed into components from which the students recompose and reflect deeply on their understanding. The difference between teacher’s and students’ concept maps depicts the gap between teachers’ expected understanding and students’ actual understanding. Hence, the teachers’ concept map becomes an essential part of learning with Kit-Build. For some teachers, creating a good concept map for learning is difficult and time-consuming. Hence, support to improve teachers’ productivity in creating concept maps is essential. The findings suggest that the support tool yields better concept mapping efficiency while maintaining concept maps of similar quality. Teachers also found that the support tool was useful. Therefore, semi-automatic concept mapping with the supported Kit-Build concept map authoring tool has been shown to be a better approach.
Highlights
Despite their simplicity in graphical form, concept maps have been put to various uses
The results suggested that the concept map authoring support tool could improve the efficiency in composing larger concept maps and the concept maps remain similar in quality
Concept mapping efficiency The number of propositions determines a concept map’s size even though it is arguable whether larger concept maps are able to cover more information and knowledge
Summary
Despite their simplicity in graphical form, concept maps have been put to various uses. A concept map can be regarded as an effective teaching and learning tool as it offers a visual representation of the students’ acquired knowledge and other advantages during learning (Stoica et al 2011). It shows complex interrelations between different concepts of a particular learning topic. Previous research shows the positive effects of using concept maps in various learning environments that yield better learning outcomes than a traditional learning expository (Chiou 2008; Joshi and Vyas 2018; Saeidifard et al 2014; Taie 2014). In addition to facilitating the learning progress and assessment of students’ understanding, concept maps have been found to develop deeper, higher-level cognitive processing (Wu et al 2016), and meaningful learning (Carr-Lopez et al 2014; Prasetya et al 2020; Vanhear 2012)
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