Computer-based Concept Mapping Research Articles

The Effect of Computer-Based Concept Mapping Learning Strategy on Iranian Intermediate EFL Learners’ Writing Accuracy and Fluency

The Effect of Computer-Based Concept Mapping Learning Strategy on Iranian Intermediate EFL Learners’ Writing Accuracy and Fluency

Assisting students' writing with computer-based concept map feedback: A validation study of the CohViz feedback system.

CohViz is a feedback system that provides students with concept maps as feedback on the cohesion of their writing. Although previous studies demonstrated the effectiveness of CohViz, the accuracy of CohViz remains unclear. Thus, we conducted two comprehensive validation studies to assess the accuracy of CohViz in terms of its reliability and validity. In a reliability study, we compared the concept maps generated by CohViz with concept maps generated by four human expert raters based on a text corpus comprising students' explanatory texts (N = 100). Regarding the depiction of cohesion gaps, we obtained high accordance between the CohViz concept maps and the concept maps generated by the human expert raters. However, CohViz tended to overestimate the number of relations within the concept maps. In a validity study, we examined the validity of CohViz and compared central features of the CohViz concept maps with convergent linguistic features and divergent linguistic features based on a Wikipedia text corpus (N = 1020). We found medium to high agreement with the convergent cohesion features and low agreement with the divergent features. Together, these findings suggest that CohViz can be regarded as an accurate feedback system to provide feedback on the cohesion of students' writing.

On modeling the quality of concept mapping toward more intelligent online learning feedback: a fuzzy logic-based approach

A new model, namely fuzzy inference system (FIS) concept mapping (FISCMAP), is proposed here that explores the fuzzy logic constructs within a computer-based concept mapping (CM) environment. FISCMAP involves modeling techniques as a vehicle to improve the intelligence of an online learning feedback environment that could promote personalization and adaptation to the student’s online educational needs, thus, fighting info-exclusion. From this perspective, the CMapTools is used as the online environment that captures the students’ actions and choices during the CM construction. Eight CMapTools measurements are considered to form inputs to a five-level FIS, equipped with 115 expert’s fuzzy rules. The CMapTools data were drawn from a blended (b)-learning course offered by a Greek Higher Education Institution, involving 20 Master’s students. Experimental results have shown that the proposed FISCMAP scheme, when used for the evaluation of users’ Quality of Concept Map (QoCM) via constructive CM variables (metrics), can provide intelligent descriptors regarding the students’ online CM. Furthermore, the FISCMAP’s dynamic analysis of QoCM and identification of the students’ transitional step behavior, during the development of the CM, provide further insight in the CM building strategies they adopt, forming constructive feedback. The latter reinforces the students’ ability to reflect on and analyze material in order to form reasoned judgments, clearly contributing to their critical thinking and deeper learning.

Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

The Effects of a Collaborative Computer-based Concept Mapping Strategy on Geographic Science Performance in Junior High School Students

This study explored the effects of a collaborative computer-based concept mapping strategy on Geographic Science learning outcomes in junior high school students. A quasi-experimental approach was applied to a sample of 85 9th grade students. Class instruction lasted for five weeks, with two classes each week. Using the quasi-experimental research approach, 27 students were assigned to a constructive activities group that received instruction without concept mapping assistance (NCM), 28 students were assigned to a group that received individual computer-based concept mapping (CBCM) assisted instruction, and 30 students were assigned to a group that received collaborative computer-based concept mapping (CCBCM) assisted instruction. We explored the impact of these methods of instruction on students’ memorization, understanding, and application of concepts and on their higher order cognitive ability. The findings revealed that the CCBCM and CBCM groups scored better than the NCM group on the post-test. On the retention test, the CCBCM group outperformed the NCM group on all subtests.

Introducing computer-based concept mapping to older adults

ABSTRACTThe dramatic eruption of information and communication technology has had a remarkable effect on modern life, including the capacity to help older adults improve their quality of life and remain independent longer. However, while technology use is generally widespread, there is an observable underutilization by older people. There is sound evidence that older adults can learn and acquire computer skills just like younger people do, although they might need more time to reach a similar level of mastery. Concept maps (CMs) are considered to be an efficient creativity tool, as they allow the user’s view to be drawn over any domain or issue. An experiment was conducted with older adults using CM-ED (a concept map editor). The experiment had a twofold objective. The first objective was to measure how certain characteristics of the participants (gender, age, background) affect both their performance with such a tool and the quality of the CMs they developed. The second objective was to determine whether CM-ED is suitable for older people.

Computer-based concept mapping combined with learning management system use: An explorative study under the self- and collaborative-mode

The effects of the combination of computer-based concept mapping with the Learning Management System (LMS) Moodle use for the construction the Concept Map (CM) in self- and collaborative-mode are explored here. This approach builds upon the hybrid interconnection of blended (b-) and collaborative (c-) learning perspectives to form an extended teaching/learning environment. The analysis axes are based on the structural characteristics of the constructed CMs, peers' interaction during the collaborative construction of CMs, and LMS Moodle use expressed via the user's Quality of Interaction (QoI). One hundred and twenty-eight participants were categorized in two groups, i.e., G1 and G2, of 64 students (32 pairs) each. Both groups constructed CMs in self- (1–3 weeks) and collaborative-mode (4–6 weeks), yet G2 only was instructed to additionally use LMS Moodle during the whole six-week period. The experimental results comply with the findings from previous studies regarding with the positive effect that shifting from self- to collaborative-mode has on the constructed CMs, but extends further the notion of the additional positive effect of the LMS Moodle use in the collaborative construction of the CMs, as expressed via more increased peers' turn-taking, balanced collaboration, and CM-enabled constructive, reflective and organizational interactions. It is also shown that collaboration increases LMS Moodle users' QoI. The hybrid b-/c-learning approach proposed here sets new directions towards the enhancement of LMS use and computer-based concept mapping, contributing to the enrichment of the Higher Educational Institutions services and re-examination of educational practices.

The Effects of Integrating Computer-based Concept Mapping for Physics Learning in Junior High School

Background:It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction.Material and methods:A total of 61 9th-grade students participated in this study. By using a quasi-experimental research approach, 31 students were assigned to a group that received computer-based concept mapping assisting instruction (CBCM), and 30 students were assigned to a constructive activities group that received “Work, Power, and Energy Curriculum” instruction without concept mapping assistance (NCM). Both groups participated for eight weeks, with four sessions per week and 45 minutes per session. A pre test-post test control group design was employed.Results:The findings revealed that the CBCM group students scored higher than the NCM group students on the cognition understanding and higher order thinking subtests. No significant differences were found in the conception memorization subtest. In the retention test, the students in the CBCM group outperformed the students in the NCM group on all subtests.Conclusions:The results of the current study revealed that concept mapping activities effectively promote higher order thinking abilities and knowledge retention.

Supporting Students’ Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

Climate change is one of the most challenging problems facing today’s global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3–50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that “knowledge” does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3–50, 2005; Skamp et al., 97(2), 191–217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals’ attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students’ learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students’ test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making.

The Benefits of Computer-Based Brand Concept Mapping

Despite the widespread application of computer-aided interviews in both marketing research and practices, computer-based mapping has not been tested empirically in the brand image measurement context. We compare traditional poster-board and computer-based mapping using the Brand Concept Maps approach. Our results show that consumers who use computer-based mapping build valid and reliable brand association networks. Moreover, we validate the computer-based mapping by using representative online samples. Overall, the results suggest that the computer-based approach extends the flexibility and applicability of brand association mapping by enabling independence from stationary test studios.

Mapping Out the Details: Supporting Struggling Writers’ Written Expression With Concept Mapping

Written expression is a key component of the secondary curriculum, but many students struggle to produce effective written expression passages. However, written expression can be supported through prewriting strategies such as concept mapping. Using a counterbalanced group design, 19 secondary students alternated between using paper- or computer-based concept mapping to write compare-and-contrast essays. Students’ written expression was significantly supported by concept mapping, regardless of the method. Essays were more cohesive, included relevant ideas and structure, and had an overall higher quality. Although no statistical differences existed on essay scores between each method, students expressed an overwhelming preference for computer-based concept mapping.

Tertiary Level EFL College Students’ Opinion toward Computer-based Concept Mapping in English Writing

This study investigated tertiary level EFL university students’ attitudes toward computer based concept mappings in a six-week writing program. Based on the pretest and posttest design, twenty freshmen constructed their computer-based concept maps collaboratively. The 24-item instrument was revised from Lee's questionnaire (2010), in which the participants’ attitudes, the perceived usefulness of computer-based concept mapping were investigated, and their opinions toward collaborative concept mapping were collected on a five-point scale. Results showed that students did not have any significant attitude change toward concept mapping. However, higher rating of their perceptions toward the usefulness of computer-based concept mapping, and toward collaborative construction of concept mapping was found.

Effects of Using The Computer Based Concept Maps in The Web Based Dıstance Educatıon for Processors Courser

In this study, students’ views on the teaching of microprocessors through Web Based Distance Education (WBDE) using Computer Based Concept Maps (CBCM) were surveyed. Teaching materials were designed in the scope of the study to teach microprocessors to the students. Two questionnaires were administered at the end of the study to survey the students’ views, one consisting of 9 questions concerning features of the CBCM and the other consisting of 11 questions concerning the teaching of CBCM through WBDE. Impacts of the demographic profile (personality characteristics) of the students who took part in the questionnaire were also reviewed. With regards to the features of the CBCM questionnaire, 77% of students replied “Completely agree” and 23% responded “Agree.” As for the CBCM through WDBE questionnaire, 72% of the students replied “Completely agree” and 28% responded “Agree”. ANOVA and t-tests indicated that the demographic variables of the students did not add a significant difference to these results.

Concept maps: A useful and usable tool for computer-based knowledge assessment? A literature review with a focus on usability

The concept map is now widely accepted as an instrument for the assessment of conceptual knowledge and is increasingly being embedded into technology-based environments. Usability addresses how appropriate (for a particular use) or how user-friendly a computer-based assessment instrument is. As we know from human-computer interaction research, if the interface is not user-friendly, a computer-based assessment can result in decreased test performance and reduced validity. This means that the usability of the interface affects the assessment in such a way that if the test is not user-friendly, then the test taker will not be able to fully demonstrate his/her level of proficiency and will instead be scored according to his/her information and communication technology (ICT) literacy skills. The guidelines of the International Test Commission (2006) require usability testing for such instruments and suggest that design standards be implemented. However, we do not know whether computer-conducted concept map assessments fulfill these standards. The present paper addresses this aspect. We conducted a systematic research review to examine whether and how researchers have studied and considered usability when conducting computer-based concept map assessments. Only 24 out of 119 journal articles that assessed computer-based concept maps discussed the usability issue in some way. Nevertheless, our review brings to light the idea that the impact of usability on computer-based concept map assessments is an issue that has received insufficient attention. In addition, usability ensures a suitable interaction between test taker and test device; thus, the training effort required for test use can be reduced if a test's usability is straight forward. Our literature review, however, illustrates that the interplay between usability and test use training has mostly been neglected in current studies.

Assessing System Thinking Through Different Concept-Mapping Practices

System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students' system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular features of CM practices affect the valid assessment of students' system thinking. The particular features analysed were the medium (computer versus paper–pencil) and the directedness (highly directed versus nondirected) of CM practices. These features were evaluated with respect to their influence on (a) students' performance in CM and (b) the validity of different CM practices for system thinking. One hundred fifty-four German fourth graders (mean age: 9.95 years) and 93 eighth graders (mean age: 14.07 years) participated in the study following an experimental pre-test–post-test design. Three variations of CM practices were applied: (a) highly directed computer mapping, (b) highly directed paper–pencil mapping, and (c) nondirected paper–pencil mapping. In addition to the CM task, a paper–pencil questionnaire was employed to investigate the validity of the CM practices. Results showed that the computer positively influenced student performance in CM when compared with paper–pencil. By contrast, there was no difference between highly directed and nondirected mapping. Whereas the medium rarely influenced the validity of CM for system thinking, high directedness showed a positive influence. Considering the limitations and benefits of particular CM practices, we suggest highly directed and computer-based CM as an appropriate assessment tool—in particular, with regard to large-scale assessments of system thinking.

Computer-based concept maps for enabling multilingual education in computer science: A Basque, English and Spanish languages case

<span>Inside the globalisation era in which society is immersed, one of the current challenges for any educational system is to provide quality education. While some countries are linguistically homogeneous, many countries and regions display a wealth of linguistic diversity and it is essential to adapt the educational system to those realities. In addition, multilingual education promotes not only social equality but also inter-cultural education. The development of computer software localisable not only at interface level but also regarding learning resources may help to fulfill this aim. During the last years a number of products have emerged to support computer-based concept mapping. This paper presents a pilot study carried out at the University of the Basque Country UPV/EHU in the area of database systems with three main aims: to facilitate learning about the subject domain, to evaluate whether concept mapping is in general a good technique for learning topics in different languages, and finally, to verify whether </span><em>CM-ED Concept Map EDitor</em><span> provides the necessary mechanisms to fulfil this objective. Results confirm that the use of a concept map editor is a good support for education in multilingual settings.</span>

Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations

The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and secondary science teachers participated in professional development to apply computer-based concept mapping in project-based learning (PBL) units that investigated local watersheds. Participants attended a summer institute, engaged in a summer through spring online learning academy, and presented PBL units at a subsequent fall science teachers’ convention. The majority of 17 teachers who attended the summer institute had previously used the concept mapping strategy with students and rated it highly. Of the 12 teachers who continued beyond summer, applications of concept mapping ranged from collaborative planning of PBL projects to building students’ vocabulary to students producing maps related to the PBL driving question. Barriers to the adoption and use of concept mapping included technology access at the schools, lack of time for teachers to advance their technology skills, lack of student motivation to choose to learn, and student difficulty with linking terms. In addition to mitigating the aforementioned barriers, projects targeting teachers’ use of technology tools may enhance adoption by recruiting teachers as partners from schools as well as a small number that already are proficient in the targeted technology and emphasizing the utility of the concept map as a planning tool.

Computer-Based Concept Mapping An Effective Academic Tool for Social Studies Teachers to Help with Linguistic and Academic Development of English Language Learners

Academic language in social studies lessons is challenging for English Language Learners because of the language barrier. Social studies teachers need to make use of effective techniques that can help English Language Learners overcome the language barrier. Graphic organizers are promising tools for making content more comprehensible for English Language Learners. In this article it is suggested that Inspiration®, a software program that allows production of electronic concept maps in an easy process with minimum learning curve, can help social studies teachers teach English Language Learners more effectively, as well as enhance their language development. Inspiration® is presented as an instructional tool that can help social studies teachers understand the linguistic needs of English Language Learners (ELLs) and incorporate appropriate academic language of different types of language functions prevalent within the discourse structures of social studies textbooks with the help of Inspiration®, such as the language of describing the process of making laws, comparing and contrasting two branches of the American government, and sequencing of events in making of the American constitution.

The impact of general and specific performance and self-efficacy on learning with computer-based concept mapping

When students learn a new and challenging task, for which they have very limited corresponding personal or vicarious experiences to refer, it is important to understand how their self-efficacy beliefs evolve during the course of sequential lessons; how they differ in the way their general learning performance and self-efficacy influence their ratings of task-specific self-efficacy and performance; and, how such differences may result in different learning outcomes and motivations for learning. By examining a group of 66 students engaged in learning to construct good concept maps with computer software, this study revealed several important findings on these questions. Students generally tended to initially overestimate their ability to successfully carry out the required task. They also varied in the way their general self-efficacy and performance were associated with their task-specific self-efficacy and performance. And, these differences did appear to be associated with different learning outcomes and motivations for learning. These results indicate that investigating individual differences in students’ patterns of association between general and specific performance and their self-efficacy may lead to a better understanding of how students differ in their levels of motivation and outcomes when learning a new and challenging task.

Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps

In initial skill acquisition in well-structured domains, example-based learning typically leads to better learning outcomes than learning by doing. Cognitive Load Theory explains this result by the worked-example effect: Example-based learning prevents learners from using load-intensive strategies and focuses their attention on the principles to-be-learned. In two experiments, we investigated the use of examples for acquiring a new learning strategy, namely computer-based concept mapping. Experiment 1 compared learners who studied two examples on how to construct a concept map with learners who practiced concept mapping by constructing two concept maps on their own. We did not find significant differences in learning outcomes. Therefore, in Experiment 2, we introduced a third group of learners who studied examples with the additional support of self-explanation prompts. Self-explaining examples led to better learning outcomes than learning with examples without prompts or practicing. With respect to cognitive load, we found that examples without prompts released learners’ working memory compared to practicing, whereas self-explaining examples led to a higher cognitive load compared to examples without self-explanation.