The effects of image‐based concept mapping on the learning outcomes and cognitive processes of mobile learners

Abstract

AbstractThe purpose of this study was to investigate the effects of different teaching strategies (text‐based concept mapping vs. image‐based concept mapping) on the learning outcomes and cognitive processes of mobile learners. Eighty‐six college freshmen enrolled in the “Local Area Network Planning and Implementation” course taught by the first author participated in the research. This study randomly selected one class as the experimental group and the other as the control group. Students in the experimental group used image‐based concept mapping to finish assigned tasks and those in the control group used text‐based concept mapping to complete the same tasks. Quantitative analysis combined with qualitative analysis was used to examine the learning outcomes and cognitive levels of the students, as defined by the revised Bloom's taxonomy. The results showed that (1) there was no significant difference in students' learning achievements, (2) the group using image‐based concept mapping showed higher level than the text‐based group in the dimension of understanding and creating and (3) the image‐based concept mapping strategy was more complete and diverse than the text‐based concept mapping strategy.Practitioner notesWhat is already known about this topic Concept mapping is one of the famous chart‐based learning strategies to enable formalization and analysis of the process of learning in science education. The dual coding predicts that if pupils are offered the same conceptual material in a concept map format, versus a more normal, non‐graphic format, the concept mapping approach would lead to better memorization of the material. Many concept mapping studies indicated that students who study from concept maps have better learning performance in comparison to students who study isomorphic text representations. What this paper adds This study attempts to use image‐based concept mapping as a novel mobile learning teaching strategy to conquer the problems of fragmented and scattered knowledge structures in e‐learners. This study investigated the effects of different teaching strategies (text‐based concept mapping vs. image‐based concept mapping) on the learning outcomes of mobile learners. This study was examined the effects of different teaching strategies (text‐based concept mapping vs. image‐based concept mapping) on the cognitive processes of mobile learners. Implications for practice and/or policy Students in the group using image‐based concept mapping performed better than the group using text‐based concept mapping on the cognitive level of understanding and creating. Learners in the group using image‐based concept mapping exhibited more complete and diverse map structures than those in the group using text‐based concept mapping. The teaching strategy of image‐based concept mapping could potentially assist students in learning meaningfully in the context of mobile learning