Interactive Concept Map Research Articles

Utilization Of Mindmeister For The Creation Of Learning Objective Pathways In The Implementation Of The Merdeka Curriculum

Merdeka curriculum has been implemented in schools for a few years, but there are still some obstacles to its implementation. Teachers find it difficult to design learning tools, starting from reducing learning outcomes to learning objectives and the flow of learning objectives. One of the solutions is the use of concept maps, which are assisted by the MindMeister application. The goal is for teachers to implement it into a flow of learning objectives. The method of implementing this service is in the form of training teachers with a practical approach. The result of this service is that teachers better understand how to create effective and visually interactive concept maps of learning objectives to plan, organize, and understand learning objectives. This helps teachers and students in carrying out the learning process in a more structured and focused manner. The use of information technology-based applications is very helpful for teachers in learning activities. Teachers must always adapt to any changes and improve their competence with consistent and continuous training, especially related to the use of information technology in learning.

Using Knowledge Construction Theory to Evaluate Learning Processes: A Randomized Controlled Trial on Showing Gradually Built-up Concept Maps Alongside a Scientific Text

Scientific texts convey new and complex information relevant not only to researchers but also to lay audiences. We present a randomized controlled trial that investigated whether showing a concept map, gradually building up as a user reads a scientific text, supports the cognitive processes of knowledge construction. The intervention group (n = 44) exhibited significantly more knowledge construction [t(89) = 1.94, p = .029, d = 0.41] than the control group (n = 47). The intervention supported basic knowledge construction, i.e., simple processing of information, but not medium and complex levels. This study makes two contributions: (1) showing interactive concept maps and building them up gradually alongside reading helps make scientific texts cognitively more accessible to a lay audience, e.g., to inform public debate, and (2) knowledge construction theory can be used as a theoretical foundation for measuring specific aspects of learning processes—complementing other metrics for comparative design examinations, e.g., usability, user experience, or performance-based measures.

Improving Self-Efficacy With Automatically Generated Interactive Concept Maps: DIME Maps

The Dynamic and Interactive Mathematical Expressions (DIME) Map system automatically generates DIME maps, which are personalizable and manipulable concept maps that allow students to interact with the mathematical concepts contained in any portable document format (PDF) textbook or document. A teacher can automatically upload a PDF textbook chapter and retrieve a DIME map of the contained mathematically based concepts. The DIME map is interactive and manipulable and can be used to interactively navigate the PDF textbook chapter. Our goal was to investigate the relationship between use of DIME maps and student learning outcomes, including self-efficacy and ability to understand and recall connections between physics concepts. We implemented a pretest/posttest to determine if student self-efficacy and connections in knowledge increased after participation in a summer camp physics class. We additionally conducted student interviews to better understand how changes in these two factors may have occurred. We then used multivariate analysis of variance and thematic analysis, finding and investigating positive effects of students using DIME maps, namely growth in self-efficacy and connections in knowledge. Based on our findings, we conclude that DIME maps can be valuable learning tools for students that have positive effects on both cognitive and affective learning outcomes.

Identifying Themes and Patterns on Management of Horticultural Innovations with an Automated Text Analysis

This research provides an overview on horticulture innovations in the last decade through a literature review and the use of a computer qualitative data analysis. We used Leximancer text mining software to identify concepts, themes and pathways linked with horticulture innovations. The software tool enabled us to “zoom out” to gain a broad perspective of the pooled data, and it indicated which studies clustered around the dominant topic. It displays the extracted information in a visual form, to wit, an interactive concept map, which summaries the interconnected themes and demonstrates any interdependencies. The text mining analysis revealed that the themes strongly related to “innovation” are “water”, “urban”, “system”, “countries” and “technology”. The outputs identified have been interpreted to discover meaning from the content analysis, since the software can facilitate a comprehensive and transparent data coding but cannot replace researcher’s interpretive work. Furthermore, we focused on the diffusion and the barriers for the spread of innovation, pointing out the differences about developing and advanced countries. This analysis allows the researcher to have a holistic understanding of the examination area and could lead to further studies.

CONCEPT MAPS, THEIR APPLICATION TYPES AND METHODS IN INFORMATION AND LEARNING SYSTEMS

Background. The hypermedia environment, which has received a powerful technical infrastructure thanks to the WWW, has led to the study and emergence of new forms and tools of information and educational content presentation. Various methods and means of visualization of educational information increase clarity and facilitate the process of new knowledge perception. Such tools include a wide range of concept maps that have become widespread in many areas related to information technology and education. The challenge here is to find comprehensive solutions that will reduce computing and labor costs for the multifunctional use of concept maps in information and learning systems. Objective. The work is focused on the review of concept maps, research of preconditions for their origin, analysis of their types and purposes of application in the educational process and learning systems. The main task is to analyze the requirements for interactive concept maps in ontology-oriented information systems to support lifelong learning. Methods. The use of concept maps in educational systems is based on knowledge modeling, graph theory, ontological modeling of educational content and methods of adaptive e-learning systems. The paper reviews and analyzes the application of concept maps and requirements for them within the information and learning systems. Results. Concept maps have significant foundation in cognitive and educational psychology, computational linguistics, knowledge engineering and have widespread application in computer supported learning. Concept maps are used as a means of meaningful learning when constructed by students, used to assess knowledge, as well as a means of navigating information resources. Concept maps in educational systems are used to present knowledge to users and serve as interfaces in the process of exploratory search and review of study areas. Information systems provide enrichment of concept maps by means of interactivity, which allows diversifying and expanding its use. Conclusions. The key requirements for interactive concept maps in information and learning systems are formed, including automation of interactive concept map construction, availability of wide navigation capabilities together with cognitive load control, implementation of interdisciplinary links, media annotation of map elements, complex application of graph interfaces for different parts of the system and adaptation to mobile devices.

INTERACTIVE CONCEPT MAPS IN ONTOLOGY-ORIENTED INFORMATION AND LEARNING WEB-SYSTEMS

Background. Information and learning portals should be built by creating an ontological-oriented model of educational content, which involves information formalization, ontological domain modeling and didactic function, which provides representation and visualization of the requested educational information. Since graph visualization of educational information increases the efficiency of its learning, there is a need for consideration and analysis of concept maps and subsequent study of the means of their automated construction with the purpose of expanding the functionality of information and educational web environments.Objective. The purpose is to analyze the relevance of graph visualizations of domains and to develop an automated method for constructing interactive concept maps in ontology-oriented educational web systems. The task is to automate the construction of relations between concepts and to provide convenient display of graphs for users of the educational web system with the use of content formalization based on the concept-thesis model.Methods. A method for constructing the didactic decomposition of the concepts of content segments in the form of a graph with the use of selective rendering visualization, representing the relationship between the concepts of concept-thesis model, is proposed.Results. The presented method provides information and educational content visualization in the form of a map, implements an interactive display of natural-language information about the chosen concept and the search for concepts in the graph with navigation to the target concept. A software system has been created that implements the proposed method for constructing interactive concept maps.Conclusions. The system for constructing interactive concept maps has received positive feedback from users as a convenient means of visualizing new information for study. Among the perspective directions of development of the proposed system are optimization of algorithms and minimization of computing load on all system links in the problem of constructing and using interactive concept maps.

Design, Development, and Content Creation for an Open Education Physics Website for MRT Education

BackgroundAs health care technologies continue to advance rapidly, resulting in improved standards of practice, it is essential for health care professionals to continually expand on their current skills and knowledge. We describe here an initiative to use open education resources to provide ongoing education in radiation medical sciences and imaging. AimsThe aim of this study to design an interactive, engaging, multilevel radiation medical physics resource, which is fully open to the public, and functional on all types of computing devices. Our primary target audiences are students and workers in medical radiation technology and other health care professionals as part of their continuing professional development. Design and DevelopmentThe three tasks of design, development, and content creation were most efficiently performed in parallel wherever possible. A modern responsive web design was adopted to target all desktop and mobile devices. Only open-source tools and libraries were used in developing the OpenPhys website. Overall Website Design and NavigationThe homepage is a modern tile-based design containing one coloured tile for each lesson. Clicking anywhere on a coloured lesson tile will open up a two-dimensional interactive concept map linking to content pages. Currently, 10 lessons are available online ranging from the electronic structure of the atom to MRI basics: “NMR” and “Inside a Pixel”. Lesson pages include text, images, graphics, equations, quizzes, and interactive animations. User FeedbackAn online questionnaire was emailed to current radiation therapy students at the University of Alberta and alumni regarding the functionality and navigation of the website. Discussion/ConclusionTo our knowledge, OpenPhys is the first open education resource specializing in radiation physics and medical imaging. We believe OpenPhys will fill existing gaps in the realm of physics education delivery and could be a component of a blended learning initiative. Future steps will include a formal evaluation of the website and content.

CiteWiz: a tool for the visualization of scientific citation networks

We present CiteWiz, an extensible framework for visualization of scientific citation networks. The system is based on a taxonomy of citation database usage for researchers, and provides a timeline visualization for overviews and an influence visualization for detailed views. The timeline displays the general chronology and importance of authors and articles in a citation database, whereas the influence visualization is implemented using the Growing Polygons technique, suitably modified to the context of browsing citation data. Using the latter technique, hierarchies of articles with potentially very long citation chains can be graphically represented. The visualization is augmented with mechanisms for parent-child visualization and suitable interaction techniques for interacting with the view hierarchy and the individual articles in the dataset. We also provide an interactive concept map for keywords and co-authorship using a basic force-directed graph layout scheme. A formal user study indicates that CiteWiz is significantly more efficient than traditional database interfaces for high-level analysis tasks relating to influence and overviews, and equally efficient for low-level tasks such as finding a paper and correlating bibliographical data.

Application of Visual Interactive Concept Map in College English Writing Teaching

In order to solve the problem of students' poor thinking in English writing, this paper adopts the concept map method. The visual interactive concept map was tested in 6 levels and 9 types of universities. The test results indicate the method can stimulate students' interest in learning and improve their ability of autonomous learning and increasing the effect of college English writing teaching. The method can also stimulate students' interest in learning and improve their ability of autonomous learning and increasing the effect of college English writing teaching.

The “Big Picture” of Thematic Multimedia Information Representation in Enhancing Learners’ Critical Thinking and History Reasoning

This paper discusses the implementation of interactive multimedia and concept map as the thematic information representation to enhance students’ critical thinking and history reasoning. We designed a structured thematic representation of history learning with an interactive concept map based on the cognitive theory of multimedia learning and cognitive information processing theory as the underlying theories. The six components in history reasoning theoretical framework and concept map strategy are implemented in the development of web-based multimedia learning system. Multimedia information representation with visual and verbal information compensates for the massive load of history information, which is presented with an interactive knowledge structure. Learning history in-depth is not just fully accepting the facts and data from the past but also to conduct a historical analysis and interpretation as well as to rephrase and represent the historical concept with one's own point of view in a well-structured form. Thus, in this study, we discuss the strategy of how the integration of a concept map provides the “big picture” to organize, restructure, and convey the learning content thematically. This interactive concept map incorporates multimedia information representation with regard to learners’ emergent cognitive processes for history reasoning in themes. This thematic approach of the concept map provides a forecast to improve conceptual understanding, relate history to a broader context, and implement it for future events.

Design of web‐based interactive 3D concept maps: A preliminary study for an engineering drawing course

AbstractConcept map are not a new phenomenon in engineering education and are nowadays used to enhance “meaningful learning.” In literature a lot of works on the use of the concept maps in education exist, but not many within the “interactive” context. This study contributes to expand the framework of research on the development of web‐based 3D interactive concept maps. They incorporate web‐based 3D interactive images that support the learning of abstract and difficult topics in Engineering drawing course, motivating the students and increasing their attention. The effects of different learning strategies (2D concept mapping vs. web‐based 3D interactive concept mapping) on the learning outcomes and on the spatial ability are investigated. The results of this study shows that Web‐based 3D interactive concept maps compensates spatial ability deficits, that is, helps students who have low spatial ability to build an effective mental representation of the learning content. © 2014 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:403–411, 2015; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21610

Effect Of Instructor-Provided Concept Maps And Self-Directed Learning Ability On Students Online Hypermedia Learning Performance

The purpose of this experimental study was to explore the instructional effectiveness of integrating varied instructor-provided concept maps into an online hypertext learning environment, and the effect of learners self-directed learning abilities on their learning performance. The research adopted a randomized posttest with two-control-group design. Two major instructional treatments were traditional and interactive concept maps embedded in the online hypertext material. One hundred twenty-six undergraduate students from a public university in the U.S. participated in the study. Student participants were segregated into two levels of self-directed learning groups. Three criterion tests, including identification, terminology, and comprehension tests, were used to measure students learning performance. Results indicated that (a) the interactive concept map was superior to the traditional concept map in facilitating students knowledge acquisition, (b) students self-directed learning abilities did not influence their learning performance, and (c) the concept mapping strategy did not increase students self-directed learning abilities.

Individualized guidelines for the management of aggression in dementia – Part 1: key concepts

Clinical guidelines have the potential to assist in the management of aggression in dementia. This study aims to develop a conceptual framework for the construction of individualized guidelines for this group. A concept map of the topic "How to manage aggression in dementia" was developed by reviewing research papers, clinical guidelines, and gray literature. Titles and abstracts of papers that met search criteria were manually scanned in an iterative process for the extraction of key ideas and terminology commonly used to describe the field. Essential ideas and concepts were recorded on a concept map and hierarchically arranged. The concept map was converted into an interactive PDF document for easy distribution and sharing. Ten key concepts were found to be important when managing aggression in dementia clustered along three major dimensions: Patient, Disorder and Treatment. The dimension Patient was defined by the "Patient's individual characteristics," the "Personal life story," and the "Patient's environment." Disorder was defined by the "Presentation of symptoms" and "Theory of causation." Treatment was defined by "Goals and expectations," "Non-pharmacological interventions," "Pharmacological interventions," "Ethics and Restraint Use," and "Emergency treatment." Concepts relating to clinical guidelines themselves were also included in the interactive map, including "Support from evidence-based medicine," "Regular updates," "Disclosures," and "Usability." Managing aggression in dementia requires consideration of a wide range of factors relating to the patient, the dementia and behavioral disturbance, and possible treatment options. An interactive and hierarchical concept map provides a framework to develop individualized clinical guidelines.

An interactive concept map approach to supporting mobile learning activities for natural science courses

Mobile and wireless communication technologies not only enable anytime and anywhere learning, but also provide the opportunity to develop learning environments that combine real-world and digital-world resources. Nevertheless, researchers have indicated that, without effective tools for helping students organize their observations in the field, the mobile learning performance could be disappointing. To cope with this problem, this study proposes an interactive concept map-oriented approach for supporting mobile learning activities. An experiment has been conducted on an elementary school natural science course to evaluate the effectiveness of the proposed method. The experimental results show that the proposed approach not only enhances learning attitudes, but also improves the learning achievements of the students.

ICMAP: An interactive tool for concept map generation to facilitate learning process

Abstract Human-computer interaction could play an essential role in learning. In distance learning, interactive tools can facilitate the learning process for teachers and students. In this article, the design and implementation of software will be introduced which helps users to learn more with the help of interactive instructions and concept map (Cmap) generation. Cmaps are graphical visualisations of knowledge about a topic, in which the concepts of a subject are meaningfully related to each other. Cmaps are widely used in E-learning and proved to be helpful to learners and informative to teachers. The step-by-step process of making a Cmap by means of specific tools with specific interfaces will result in a better learning process. Therefore, with this tool, a learner can make Cmaps stage by stage with necessary textual or graphical instructions. Other interactive features such as colours and message boxes are utilised to instruct, assure or warn the user when making a Cmap. Some other attributes of the tool help teachers receive a report about studentsˆˆe2ˆˆ80ˆˆ99 frequent mistakes in order to understand which part of the course should be developed.

CiteWiz: A Tool for the Visualization of Scientific Citation Networks

We present CiteWiz, an extensible framework for visualization of scientific citation networks. The system is based on a taxonomy of citation database usage for researchers, and provides a timeline visualization for overviews and an influence visualization for detailed views. The timeline displays the general chronology and importance of authors and articles in a citation database, whereas the influence visualization is implemented using the Growing Polygons technique, suitably modified to the context of browsing citation data. Using the latter technique, hierarchies of articles with potentially very long citation chains can be graphically represented. The visualization is augmented with mechanisms for parent–child visualization and suitable interaction techniques for interacting with the view hierarchy and the individual articles in the dataset. We also provide an interactive concept map for keywords and co-authorship using a basic force-directed graph layout scheme. A formal user study indicates that CiteWiz is significantly more efficient than traditional database interfaces for high-level analysis tasks relating to influence and overviews, and equally efficient for low-level tasks such as finding a paper and correlating bibliographical data.

Linking learning goals and educational resources through interactive concept map visualizations

Concept browsing interfaces can help educators and learners to locate and use learning resources that are aligned with recognized learning goals. The Strand Map Service enables users to navigate interactive visualizations of related learning goals and to request digital library resources aligned with learning goals. These interfaces are created using a programmatic Web service interface that dynamically generates interactive visual components. Preliminary findings suggest that these library interfaces appear to help users stay focused on the scientific content of their information discovery task, as opposed to focusing on the mechanics of searching.