In this paper, we have discussed the design of CoMPASS and the theoretical foundations that it is based on. CoMPASS is a hypertext system that presents students with external, graphical representations in the form of concept maps as well as textual representations both of which change dynamically as students traverse through the domain and make navigational decisions. In a study in which middle...

The study adds to the body of knowledge about different types of feedback. Feedback is considered a fundamental component for supporting and regulating learning processes. Especially in computer-based and self-regulated learning environments, the nature of feedback is of critical importance. Hence, this study investigates different types of automatically generated feedback. Seventy-four student...

This study explores the effects of integrated concept maps and classroom polling systems on students’ learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, inclass quizzes, attentional behavior analysis, and a 20-minute structured interview we...

Concept maps are found to be useful in eliciting knowledge, meaningful learning, evaluation of understanding and in studying the nature of changes taking place during cognitive development, particularly in the classroom. Several experts have claimed the effectiveness of this tool for learning science. We agree with the claim, but the effectiveness will improve only if we gradually introduce a c...

We are interested in evaluating interactive retrieval systems from the user's perspective. In this paper, we introduce several user studies evaluating the cognitive change in users' knowledge by using concept maps. We also propose a platform for user studies, including analysis tools, task descriptions, evaluation tools, and data sets.

Problem solving has been increasingly used as an important approach to learning especially in ill-structured domains. It is assumed that knowledge can be better consolidated and extended through problem-solving experience. However, many learners do not have the ability to separate general knowledge from specific cases, which inhibits successful transfer of knowledge to new situations. This stud...

Constructing a Concept Map (CMap) is not an easy and straight forward process even for a seasoned CMapper. In order to get a better understanding of the specific challenges that CMap creators experience we collected subjective reports of difficulties that novice CMappers experienced during construction of their first map and what they perceived to be the advantages of this form of representatio...

In this paper we present a methodology for creating concept map exercises for students. Concept mapping is a common pedagogical exercise in which students generate a graphical model of some domain. Our method automatically extracts knowledge representations from a textbook and uses them to generate concept maps. The purpose of the study is to generate and evaluate these concept maps according t...

We have been using the concept map of the domain, enhanced with pedagogical concepts called learning objectives, as the overlay student model in our intelligent tutors for programming. The resulting student model is finegrained, and has several advantages: (1) it facilitates better adaptation during problem generation; (2) it makes it possible for the tutor to automatically vary the level of lo...

We provide a general framework for pattern structures by investigating adjunctions between posets and their morphisms. Our special interest is the impact of pattern morphisms on the induced concept lattices. In particular we are interested in conditions which are sufficient for the induced residuated maps to be injective, surjective or bijective. One application is that every representation con...