Students typically create concept maps while they view the material they are trying to learn. In these circumstances, concept mapping serves as an elaborative study activity—students are not required to retrieve the material they are learning. In 2 experiments, we examined the effectiveness of concept mapping when it is used as a retrieval practice activity. In Experiment 1, students read educa...

This paper presents a group of elements to improve the teaching and learning in technological education, applied to Information and Communication Technologies (ICT). These elements are based on some contributions issued from contemporary education models, namely, the thematic approach, meaningful learning, concept maps and the spiral curriculum. Based on a thematic approach, a new way is propos...

Static HTML links are not appropriate for quickly evolving teachware to which several authors independently contribute material on overlapping topics. Furthermore static links are not capable of providing students with an individualized linearization of the hypertext suited to their individual level of previous knowledge and competence. We hence propose a linking mechanism based on concept maps...

Teaching chemistry in everyday life contexts has been seen as one way to raise students’ interest in science and to educate scientific literate citizens. Teachers, however, often doubt that the actual content knowledge of the field is adequately acquired if it is taught in contexts that might distract the learner. In order to guarantee enough emphasis to be given to the underlying concepts and ...

Inspectable (open) learner models have been in use for some time now. This poster presents views of the learner model that have become more common, such as skill meters and concept maps; and introduces developments in novel interfaces for open learner models including the use of animation, audio and haptic feedback, and user-constructed learner model views.

The following experiment investigated effects of lowand high-coherent prior-knowledge activation using concept maps. Thereby, we refer to and extend coherence-effects from text comprehension (McNamara & Kintsch, 1996) to priorknowledge activation. Low-coherent prior-knowledge activation was operationalized by conditions of creating-andlabeling-lines between provided concepts, high-coherent prio...

Concept maps have become a widely used educational tool around the globe. The advancements in computerized interface technologies have enabled even more alternatives for using concept maps in teaching and learning. This study investigates the effects of two different touch technology-based concept mapping interaction modes on students' learning achievements and learning attitudes in a natural s...

Learning with self-explaining examples is an effective method in well-structured domains. We analyzed this method in teaching the complex skill of argumentation. In an experiment we compared three conditions (n = 47 students of educational sciences) that differed with respect to whether and how the processing of the examples was supported by different help functions. The analysis of the video-b...

In this study, we introduce a method to analyze the effectiveness of the interactive information access system based on the changes in users’ knowledge structure. We use concept maps to compare each user’s knowledge structure before and after a search. We discuss the difference between proposed evaluation method and questionnaires by using the results of user experiments for an interactive news...

This paper presents a scheme for the quantitative and qualitative assessment of concept maps in the context of a web-based adaptive concept map assessment tool, referred to as COMPASS. The propositions are characterized qualitatively based on specific criteria and on the error(s) that may be identified. The quantitative assessment depends on the weights assigned to the concepts/propositions and...