Abstract
Apart from contributing to students’ learning outcomes, learning activities with digital concept maps were useful, fun, and engaging. Kit-Build concept map is a learning framework that incorporated concept map recomposition as its essential activity. It has been used to learn English as a Foreign Language (EFL) reading comprehension. Students learn through recomposing digital concept maps from a set of teacher’s concept map components; hence, the teacher’s concept map is essential in Kit-Build. A teacher’s concept map should reflect the learning context and strategy, the teacher’s purpose and intention, students’ understanding level, and focus questions. However, automatic-generated concept maps with Concept Map Mining (CMM) can only produce general concept maps that are not fit and difficult to correspond to said reasons. As teacher’s concept maps are essential in learning with Kit-Build, improving teachers’ productivity in composing concept maps of a particular learning material becomes necessary. This study proposed a semi-automatic concept map generation approach of EFL reading comprehension texts with CMM to assist teachers composed their concept maps. The proposed concept map generation approach was integrated into the current Kit-Build concept map authoring tool as an authoring support feature. The accuracy of the support feature in generating concept map components is presented in this research. The result suggested that the proposed authoring support tool is better used to refine a concept map.
Highlights
A concept map can be identified as a form of boundary objects
The support system's accuracy performance can be depicted from the F-measure value, which is the harmony between precision and recall values
The experts, who used Kit-Build in their teaching, reviewed the tool regarding the usefulness of the support tool in assisting concept map composition of English as a Foreign Language (EFL) reading comprehension texts
Summary
A concept map can be identified as a form of boundary objects. A boundary object is a tool, artifact, or scaffold to mediate discussion and negotiation between two or more different views [1] and could be realized in any form of tangible objects. Elaborating concept maps into learning activities helped students depict and explore their understanding [2], and improve their learning achievement [3,4,5]. Their interaction performance could improve if the activities were supported by a computer-supported concept mapping tool [6]. Several studies in learning strategy have incorporated concept maps and computer-based concept mapping as one interactive learning activity [7,11] during learning. Another study involved artificial intelligence in processing students' concept maps to assess and predict their understanding [12]. Further development of a learning strategy with digital concept maps brings up a learning framework called Kit-Build concept map to quickly and assess students' understanding [13]
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