Although prior research has reported positive effects of concept mapping on teaching and learning in various education contexts, in China many students are still reluctant to accept concept mapping technologies. Therefore, education researchers require a better understanding of why learners resist or accept concept maps. In this study, we are particularly interested in proposing and evaluating a model of learner’s attitude towards concept map usage in the context of undergraduate discrete mathematics education based on Technology Acceptance Model. The proposed model is evaluated by a field study with 23 undergraduate students in a famous university in China. Data analysis results using Partial Least Squares generally support our model. Perceived usefulness, perceived enjoyment and perceived ease of use are identified as key predictors of students’ attitude towards concept map usage. Perceived ease of use regarding concept maps performs relatively poorer than perceived usefulness and perceived enjoyment in our field study. The dual utilitarian and hedonic characteristics of concept maps have been emphasized to improve future concept map research and practice.

Full Text

Published Version
Open DOI Link

Get access to 115M+ research papers

Discover from 40M+ Open access, 2M+ Pre-prints, 9.5M Topics and 32K+ Journals.

Sign Up Now! It's FREE

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call