How the design and complexity of concept maps influence cognitive learning processes

Felix Krieglstein,Günter Daniel Rey,Sascha Schneider,Maik Beege

doi:10.1007/s11423-022-10083-2

Abstract

Concept maps are assumed to enhance learning as their inherent structure makes relations between information more salient. Nevertheless, research on how to design concept maps as conducive to learning as possible is still rare. In particular, the salience of spatial arrangement of thematically related concepts within the map as well as the complexity of the map were found to be central design elements that influence learning. This study aimed to examine how the structure (i.e., the salience of the spatial relationship between individual concepts) and the complexity (i.e., number of nodes per sub concept) influence learning. Accordingly, a 2 (low vs. high salience of map structure) × 2 (few vs. many nodes) between-subject design was used (N = 122) to examine cognitive processes while learning with a concept map. No significant learning performance differences were found. Concepts maps with a low salience of map structure increased perceptions of disorientation. A serial mediation with learning performances as dependent variable revealed that the salience of the map structure is significantly associated with disorientation and extraneous cognitive load perceptions. By this, current attempts to measure extraneous cognitive load are questioned.

Highlights

When learning complex information, it is primarily important to be able to transfer the various components into a coherent model
This study investigated how the inherent design and complexity of concept maps can be improved in order to support cognitive processes while learning
The absence of statistically significant effects of the independent variables indicates that it is irrelevant for learning whether the concept map is presented with a low or high salience of the structure or with few or many nodes

Summary

Introduction

It is primarily important to be able to transfer the various components into a coherent model. When learners struggle to create such relations mentally, learning may be hindered. Learners with rather low prior knowledge often need further help to internalize knowledge which consists of interconnections. Different instructional methods offer the possibility to structure and present information in an easy-to-understand way. One way to organize knowledge hierarchically in a rather simple and compact way are concept maps (Cañas et al, 2015; Novak, 1990). Concept maps represent visualized relationships between thematicallyrelated information units. The aim of this study was to gain deeper insights into how the salience of the map structure and the number of nodes per sub-concept affect cognitive learning processes

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Conclusion