A concept map consists of nodes representing concepts and links representing the relationships between the concepts. To examine the influence of concept mapping on learning from texts, we varied the support strategies. Eighty students either learned by constructing concept maps on their own, by correcting an incorrect worked-out map, or by studying a correct worked-out map. A control group did ...

Essay writing is an important learning activity which involves higher level thinking, the same as concept mapping activities.

Generative strategies, where learners process the target content while connecting different concepts to build a knowledge network, has shown potential to improve student learning outcomes. While concept maps in particular have been linked to the development of generative strategies, few studies have explored structuring the concept mapping process to support generative strategies, and few studi...

Interactive collaborative tabletops are promising devices that can help collocated people collaborate because they augment natural round-table discussions with a shared digital space that offers equal opportunities of actions and access to resources available. We propose collaborative scripts for enhancing tabletop collaboration in the form of: guidance and structure; advice on how to do the ta...

In the present study, participants working in dyads were asked to build a concept map collaboratively. While interacting, they were able to access visualizations (individual concept maps) of both their own and their partner’s prior knowledge (own and peer maps). Eye movements of both learning partners were recorded during the course of collaboration. Our goal was twofold. First, we focused on t...

Two experiments were conducted. The first experiment compared cyclic and hierarchical concept maps, and measured the impact of concept quantification on the construction of both types of maps. The second experiment examined the preference for the two concept map structures. The results showed that structure does have a significant effect on the extent to which propositions imply a dynamic relat...

This paper investigates one particular contribution of hypertext to knowledge construction: the transition from declarative knowledge to structural knowledge. The proposed model hypothesizes that the navigational structure of hypertext provides a framework to the learner for integrating new information with previously acquired knowledge and should hence facilitate the acquisition of structural ...

Students bring prior knowledge to their learning experiences. This prior knowledge is known to affect how students encode and later retrieve new information learned. Teachers and content developers can use information about students’ prior knowledge to create more effective lessons and materials. In many content areas, particularly the sciences, there is extensive research about the conceptions...

CM-ED is a Concept Map EDitor developed with the aim of being useful in different contexts and uses of the educational agenda. This paper describes DynMap, a system based on CM-ED for dynamically visualizing the Learner Model of an Intelligent Tutoring System (ITS). The aim is to facilitate teachers to better understand ITS outcomes. The paper, first, describes the structure of the tutors built...

Concept Mapping is a method for externalizing and reflecting knowledge about real world phenomena. In cooperative settings, concept maps can also be used to aid cooperative learning activities and the development of a common understanding about the mapping subject. This process imposes requirements on tool support that have hardly been addressed in existing concept mapping tools. We present a t...