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Showing papers on "Concept map published in 2022"


Journal ArticleDOI
TL;DR: This article investigated how secondary school students engage in scientific creativity tasks with the support of technology, in particular how they generate ideas in small groups via applying relevant thinking strategies, engaging in social communication, and constructing a computer-based mind map to facilitate group thinking.
Abstract: Creativity is widely described as a key ‘21st Century skill’. Science education in schools has emphasized the development of science inquiry and problem-solving skills with the support of technology, and paid insufficient attention to creative thinking skills for producing innovative ideas or solutions. This paper presents an exploratory study aiming to investigate how secondary school students engage in scientific creativity tasks with the support of technology, in particular how they generate ideas in small groups via applying relevant thinking strategies, engaging in social communication, and constructing a computer-based mind map to facilitate group thinking. The participants were 24 Grade 11 students from a high school, who worked on a set of scientific creativity tasks in 6 groups. Epistemic network analysis of group conversations reveals that constructing a mind map helped students to retain ideas for elaboration and evaluation, stimulate new threads of discussion, and regulate task progression. Compared to low-performing groups, high-performing groups engaged more in divergent thinking, mind mapping, and regulative discussions, in addition to making these activities more closely connected with idea generation. These findings have implications for the design of technology-supported educational interventions intended to promote and improve group creativity in science education.

14 citations


Journal ArticleDOI
TL;DR: This article investigated how secondary school students engage in scientific creativity tasks with the support of technology, in particular how they generate ideas in small groups via applying relevant thinking strategies, engaging in social communication, and constructing a computer-based mind map to facilitate group thinking.
Abstract: Creativity is widely described as a key ‘21st Century skill’. Science education in schools has emphasized the development of science inquiry and problem-solving skills with the support of technology, and paid insufficient attention to creative thinking skills for producing innovative ideas or solutions. This paper presents an exploratory study aiming to investigate how secondary school students engage in scientific creativity tasks with the support of technology, in particular how they generate ideas in small groups via applying relevant thinking strategies, engaging in social communication, and constructing a computer-based mind map to facilitate group thinking. The participants were 24 Grade 11 students from a high school, who worked on a set of scientific creativity tasks in 6 groups. Epistemic network analysis of group conversations reveals that constructing a mind map helped students to retain ideas for elaboration and evaluation, stimulate new threads of discussion, and regulate task progression. Compared to low-performing groups, high-performing groups engaged more in divergent thinking, mind mapping, and regulative discussions, in addition to making these activities more closely connected with idea generation. These findings have implications for the design of technology-supported educational interventions intended to promote and improve group creativity in science education. • We investigate how students generate ideas together via computer-based mind mapping. • Mind mapping helps retain thoughts, stimulate new ideas, and regulate discussions. • High-performing groups engaged more in thinking, mapping, and regulative discussions. • Mapping, thinking, and idea generation are more connected in productive discourse.

14 citations


Journal ArticleDOI
TL;DR: Criteria to assess the similarity of two concept maps, also based on pedagogical features, with the aim of providing teachers with better support during the course creation process is proposed.
Abstract: A concept map provides a graphic hierarchical means of representing how knowledge is structured in a domain. It visually organizes a set of concepts showing their mutual relations. An analysis of the similarities between two concept maps can produce significant results in any fields where Intelligent Knowledge Management is used, such as Healthcare, Policy Development, Energy and Waste Management, Resource Consumption Sustainability, Mobility, Safety, Citizen Empowerment, and, of course, Education. In an educational setting, a concept map conveys the various concepts connected by relations of dependence that a course must cover. However, the similarity between two concept maps for education has to be measured according to criteria that take into consideration the pedagogical properties of the maps, i.e., not only considering the structural aspects of the maps themselves. An automated analysis of the similarity between two concept maps can allow the teacher to reflect on different interpretations of the knowledge domain of a certain course as well as to assess how existing learning material can be implemented in a new course. Research into this aspect of concept mapping appears to be relatively scarce. This paper proposes criteria to assess the similarity of two concept maps, also based on pedagogical features, with the aim of providing teachers with better support during the course creation process. Each criterion is implemented through a specific measure function. The measures are then shown to be sensitive to their criterion rationale by evaluating them against a collection of random case studies.

7 citations


Journal ArticleDOI
TL;DR: In this article , a meta-analysis investigates the effectiveness of the concept mapping method compared with the traditional teaching method for the improvement of critical thinking ability and disposition outcomes, concluding that concept mapping is more effective than traditional teaching methods at post-test for improving critical thinking abilities and disposition.

7 citations


Journal ArticleDOI
TL;DR: In this paper , the authors investigated the effects of lecturing, cooperative learning and concept maps on the development of critical and creative thinking skills and found that students from the two classes that used cooperative learning + concept maps improved further critical thinking skills in relation to the lecturing class.
Abstract: This study investigated the effects of lecturing, cooperative learning and concept maps on the development of critical and creative thinking skills. A quasi-experimental non-randomized study involved a class of students from the 3rd year of Psychology and two classes from the 3rd year of Pre-service Elementary Teachers. The study ran for 15 weeks, one semester. In one of the Primary School Teaching classes, cooperative learning and concept maps were used and in the other only cooperative learning. The Critical and Creative Thinking test was applied to assess pre and post critical and creative thinking skills. The results show that students from the two classes that used cooperative learning and cooperative learning + concept maps improved further critical and creative thinking skills in relation to the lecturing class, with no significant differences between the first two. Pedagogical recommendations are made according to these results.

7 citations



Journal ArticleDOI
TL;DR: In this paper , the authors evaluated the effectiveness of using digital concept mapping in problem-based learning and found that deep learners and mastery-approach learners perceived concept mapping as an effective tool mainly for self-regulating their learning during the intervention.
Abstract: Concept mapping has received increasing attention and application in higher education as an effective instructional strategy. However, little is known about how higher-education students' different motivations for learning might be related to the way they use digital concept mapping for effective learning. This study sought to design and assess an intervention program that employs digital concept mapping in problem-based learning and to evaluate the effectiveness of using this tool among students with different achievement-goal profiles on learning and deep versus surface approaches to learning. Data were collected from 129 undergraduate students from three higher-education institutions located in Israel and Austria and analyzed by using Partial Least Squares - Structural Equation Modeling. The findings indicated that digital concept mapping could benefit higher-education students, specifically at the cognitive level, in order to specify and identify the interrelationships among arguments and to learn about the topic. Another finding showed that deep learners and mastery-approach learners perceived concept mapping as an effective tool mainly for self-regulating their learning during the intervention. It is suggested to find ways to scaffold surface learners' involvement in activities that enable them to solve complex problems by underlining the benefits of technology-enabled platforms for their learning and thus have them acknowledge concept mapping as a practice that fosters meaningful learning.

6 citations


Journal ArticleDOI
TL;DR: In this article , the authors conducted a bibliometric analysis and systematic review to provide an updated review on concept mapping research in computer-supported learning environments and found that the most applied learning subject was environmental science or natural science.
Abstract: Concept mapping (CM) is widely used in educational settings as a teaching/learning or assessment tool. We conducted a bibliometric analysis and systematic review to provide an updated review on CM research in computer-supported learning environments. A total of 356 selected studies published from 1990 to 2020 were analyzed from the Web of Science database. The findings revealed an increasing and continuous focus on CM research. The leading journal for publishing CM research was Computers & Education, and the United States was the country with the most published studies. The most frequently used keywords were categorized into four clusters to represent the four main themes of CM research. Subsequent analysis showed that the most applied learning subject was environmental science or natural science; traditional computers/devices were the most used devices/hardware; higher education students were the most used samples; quantitative methods were the most used research methods; computers as mindtools were the most adopted learning strategy; and concept mapping assessment was the most used measurement tool in the CM research. These findings reveal the trends of CM research and provide future research directions and applications of practical education for researchers and educators.

6 citations


Journal ArticleDOI
TL;DR: In this paper , the saliency of spatial arrangement of thematically related concepts within the map as well as the complexity of the map were found to be central design elements that influence learning.
Abstract: Concept maps are assumed to enhance learning as their inherent structure makes relations between information more salient. Nevertheless, research on how to design concept maps as conducive to learning as possible is still rare. In particular, the salience of spatial arrangement of thematically related concepts within the map as well as the complexity of the map were found to be central design elements that influence learning. This study aimed to examine how the structure (i.e., the salience of the spatial relationship between individual concepts) and the complexity (i.e., number of nodes per sub concept) influence learning. Accordingly, a 2 (low vs. high salience of map structure) × 2 (few vs. many nodes) between-subject design was used (N = 122) to examine cognitive processes while learning with a concept map. No significant learning performance differences were found. Concepts maps with a low salience of map structure increased perceptions of disorientation. A serial mediation with learning performances as dependent variable revealed that the salience of the map structure is significantly associated with disorientation and extraneous cognitive load perceptions. By this, current attempts to measure extraneous cognitive load are questioned.

5 citations


Journal ArticleDOI
TL;DR: In this paper , an AR-based concept map (AR-ConMAP) application was developed to facilitate the concept map creation process to overcome the challenges that students face when creating concept maps.
Abstract: Abstract Concept maps are the tools used to facilitate meaningful conceptual learning. In this study, an augmented reality (AR)-based concept map (AR-ConMAP) application was developed to facilitate the concept map creation process to overcome the challenges that students face when creating concept maps. The study was carried out as a case study. Observations via using video records and worksheets were used to examine the effect of this application on students’ concept map creation skills and their evaluations about their experiences. The results suggested that using AR for creating concept maps provided more accurate results in associating the concept map components and supported students for meaningful conceptual learning. Students evaluated their experiences in using AR also as increasing their sense of enjoyment and curiosity which positively contributed to their motivation to create concept maps. Recommendations for future research and practices were also included.

4 citations



Journal ArticleDOI
TL;DR: In this paper , the effect of additional support that stimulates reflection by means of expert examples, reflection prompts, and classroom discussion was explored, and students in the classroom discussion condition showed higher learning gains compared to all other conditions.
Abstract: Abstract Creating concept maps is considered to be a powerful means for learning. It requires students to systematically organize and integrate their knowledge, which can foster meaningful learning. However, students scarcely spontaneously engage in the (meta)cognitive processes necessary for effective knowledge integration, such as reflection, which can hamper the effectiveness of concept mapping for learning. This study explores the effect of additional support that stimulates reflection by means of expert examples, reflection prompts, and classroom discussion. First-year technical vocational students ( N = 144, M age = 17.5 years) studied electricity-related topics in an online learning environment and created concept maps about their knowledge. Students’ concept maps were supplemented with either (1) no support (control condition), (2) an expert example (a combined concept map, containing their own and an expert example concept map, with differences highlighted), (3) an expert example and reflection prompts students had to process individually, (4) an expert example and reflection prompts students had to process individually after a teacher-guided classroom discussion. Students in the classroom discussion condition showed higher learning gains compared to all other conditions. This can be explained by the quality of their reflection, which proved to be a significant predictor of learning gain.

Journal ArticleDOI
TL;DR: In this article , the authors examine three open questions and identify opportunities from Artificial Intelligence to develop the next generation of assessment systems and identify the challenges that prevent instructors from providing timely feedback to learners, who may continue to engage in erroneous thinking.
Abstract: Abstract Instructional strategies employing complex problem-solving examine how learners represent the problem space and argue for decisions. Unlike problems with few solutions (e.g., multiple choices), instructors struggle to evaluate solutions to ill-structured problems quickly and consistently across students. This prevents instructors to provide timely feedback to learners, who may continue to engage in erroneous thinking. Despite the availability of several software packages to assess the learners’ works as maps, several barriers still prevent the wide-scale adoption of such assessment systems by instructors. We examine three open questions and identify opportunities from Artificial Intelligence to develop the next generation of assessment systems.


Journal ArticleDOI
TL;DR: In this article , the authors compared the effect of extended scratch-build and extended kit-build on the students' quality of knowledge structures and perceptions, and found that the extended kit build method achieved better perceptions scores than the extended scratch build method.
Abstract: Abstract Extension concept mapping is a technique to connect prior existing concept maps with new knowledge structures. It offers advantages in each stage of the knowledge-integrating process and encourages learners to improve their performance. While previous studies have confirmed that the extended kit-build concept map outperformed the extended scratch-build approach in terms of comprehension test scores and map size, they have yet to evaluate the quality of concept maps and students' perceptions. Although the size of the concept map components could represent the breadth of personal knowledge, it does not constantly describe the good knowledge structure. In addition, the student's degree of acceptance after the concept mapping demonstrates their intention to use systems in the future. The present study aims to compare the effect of extended scratch-build and extended kit-build on the students' quality of knowledge structures and perceptions. Fifty-five second-year university students were involved and divided into two groups: control and experimental. The control group utilized the extended scratch-build map, while the experimental group used the extended kit-build concept mapping tool. Quality of propositions and structural map scores as learning outcomes were used to measure the students' knowledge structures. The possibility of a relationship between quality scores was expressed using the Spearman correlation. This study involved the Technology Acceptance Model to confirm the students' perceptions of extension concept mapping tools. The perceived ease-of-use, perceived usefulness, and behavioral intention constructs were used to investigate users' intentions. The findings suggest that the quality of propositions and structural map scores in the experimental group were significantly higher than in the control group. This study also found that the extended kit-build method achieved better perceptions scores than the extended scratch-build.



Journal ArticleDOI
TL;DR: In this article , the authors present three vignettes of the classroom use of mapping exercises within separate action research studies, involving diverse school types, curricula, chemistry topics and student groups.
Abstract: Discussing socio-scientific issues in a secondary chemistry classroom poses a challenge to traditional classroom practice because students and teachers need to think more broadly about chemical processes. Allowing students to create open-ended maps to generate and represent their understanding of socio-scientific issues while also learning chemistry theory can develop Systems Thinking capacity in students. This manuscript presents three vignettes of the classroom use of mapping exercises within separate action research studies, involving diverse school types, curricula, chemistry topics and student groups. The mapping exercises were effective to engage students in the development of Systems Thinking and were readily integrated into different curricula. Sequential student-generated maps for chemical processes illustrate increasing sophistication in their Systems Thinking approaches.

Book ChapterDOI
23 Nov 2022
TL;DR: In this paper , the Concept Entropy (CE) metric is proposed to evaluate the occurrence of meaningful learning in a Concept Map, based on the topological placement of concepts in a concept map.
Abstract: Concept Maps are effective tools to represent and share one’s vision about a particular knowledge domain or topic, in a personal, graphic and structured way. They are widely used and recommended in the educational field to both students and teachers. Most of students use Concept Maps at school, to better represent and share their knowledge, and to represent learning about a particular topic. Moreover, teachers take advantage of the potential of Concept Maps, to evaluate students, also with respect to the occurrence of meaningful learning. Here we propose a new metrics (the Concept Entropy), devised to provide a teacher with significant information about the topological placement of concepts in a Concept Map, and the possible occurrence of meaningful learning. An experimental activity on a selection of basic Concept Maps structures shows the usefulness of the new metrics, by comparing it with two baseline metrics.

Journal ArticleDOI
TL;DR: In this article , the authors report an application of concept mapping to facilitate metacognition steps in students, and identify the muddiest points students struggle with, during both in-person and online instruction of a problem-solving-based biomedical engineering course.
Abstract: Metacognitive skills can have enormous benefits for students within engineering courses. Unfortunately, these metacognitive skills tend to fall outside the content area of most courses, and consequently, they can often be neglected in instruction. In this context, previous research on concept mapping as a teaching strategy points to meaningful learning. The purpose of this innovation paper is to report an application of concept mapping (1) to facilitate metacognition steps in students, and (2) to identify the muddiest points students struggle with, during both in-person and online instruction of a problem-solving-based biomedical engineering course. This innovation article also looks at the usefulness of concept mapping through instructor and student perceptions and students' class performance. The entire concept mapping intervention was conducted during weeks 8-10 of the Spring 2019 in-person quarter and during weeks 3-4 and 8-10 of the Spring 2021 online quarter. The exercise involved concept mapping, explanation and discussion with peers, and answering structured reflection prompts. Each concept map activity was contextualized to the metacognitive knowledge domain of the revised Bloom's taxonomy. The average class performance was compared between students who completed concept mapping vs. those who did not, using a t-test and one-way ANOVA at alpha = 0.05 significance level followed by a Tukey HSD test. Students' concept maps and reported answers were analyzed qualitatively following the concept mapping intervention. During the Spring 2019 in-person quarter, 59.30% of students completed concept mapping with reflection, whereas 47.67% completed it in spring 2021 online instruction. A two-tailed, unpaired t-test indicated that concept mapping did not significantly enhance students' class performance (p > 0.05) within each of the in-person and online instructions. Peers' suggestions to students to improve concept maps revealed themes related to course concepts, prerequisite concepts, and the act of concept mapping itself. Concept mapping was effective in revealing the muddiest points of the course. Concept mapping did not significantly enhance students' class performance either in-person or online instruction (effect sizes were 0.29 for the 2019 in-person quarter and 0.33 for the 2021 online quarter). However, instructors and students' perceptions reflected that concept mapping facilitated metacognition in a problem-solving-based biomedical engineering course both during in-person and online instruction. Most students (78%) were optimistic about the usefulness of concept mapping for this course, and 84% were inclined to apply it for a variety of other courses.The online version contains supplementary material available at 10.1007/s43683-022-00066-3.

Journal ArticleDOI
01 Jul 2022
TL;DR: In this article , a study aimed at assessing the perception of medical students in utilization of concept maps as a tool to foster their lifelong learning skills in immunology, and the results indicated that concept maps are interesting and enjoyable, encourage active participation, peer discussion, and enhance critical thinking and problem-solving skills.
Abstract: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical students in utilization of concept maps as a tool to foster their lifelong learning skills in immunology.The current study was approved by Institutional Ethics and Review Committee. Third-year undergraduate (MD3) medical students of the academic year 2021-22 were sensitized about the concept map study and included after obtaining their informed consent. The students worked in teams to find answers and link the different words or phrases of the concept maps. At the end of the immunology course, students' perception on concept map-based learning strategy was assessed. A pre-designed, self-administered questionnaire, pre-validated by subject experts for relevance and feasibility, was used for the study. The questionnaire included some quantitative questions assessed by using 3-point Likert Scale and an open-ended question to receive students' comments on concept map-based learning strategy. The responses were collected and analyzed using SPSS version 22. Descriptive statistics was used for the quantitative variables, tabulated as numbers and percentages while the qualitative data was analyzed by thematic analysis. The quantitative data results were prioritized but supported by students' comments on open ended question.Out of 133 eligible participants, 109 students who volunteered and completed the study were included. Majority of our participants (>80%) welcomed the concept map-based learning strategy. Almost 4 out of 5 expressed that concept maps are interesting and enjoyable, encourage active participation, peer discussion, and enhance critical thinking and problem-solving skills. More than 80% of the students agreed that concept maps promoted deep understanding of the topic and lifelong learning. Nearly 3 out of 4 students suggested including concept maps in many immunology topics in future. Majority of students penned down positive comments indicating concept map tool facilitates metacognitive skills.From the study, it can be concluded that concept maps are effective active learning strategies to improve the metacognitive domain of medical students in immunology course, thus assisting them to become better lifelong learners.

Journal ArticleDOI
01 Apr 2022-Heliyon
TL;DR: In this paper , the authors explored the impact of user experience on digital concept mapping and found that user experience is a significant factor explaining variance in intention to use and also explained variance in three out of four concept mapping scores on tablets.

Journal ArticleDOI
TL;DR: Going forward, tailored and theory driven interventions could be developed and implemented to promote a shared understanding of LA, and maintain potential positive outcomes while reducing negative ones.

Book ChapterDOI
29 Jun 2022
TL;DR: In this paper , the authors quantify and delineate the journey mapping visualization techniques utilized from the phase 1 scoping review, and create a journey map evaluation guide, and a decision support tool to facilitate a standardized method for journey map selection.
Abstract: The journey map concept evolved out of the service design field and is still relatively new in the healthcare landscape [1]. Journey maps are visualizations that effectively highlight organizational issues and allow stakeholder groups to be depicted by interest or function for a comparative visual analysis [2]. There are five journey map approaches: 1) Mental (Cognitive) Model Map, 2) Customer Journey Map, 3) Experience Map, 4) Service Blueprint Map, 5) Spatial Map. The objective of this article is three-fold: 1) quantify and delineate the journey mapping visualization techniques utilized from the phase 1 scoping review [2], 2) create a Journey Map Evaluation Guide, 3) create a Journey Map Decision Support Tool to facilitate a standardized method for journey map selection. For those less familiar with journey mapping, this framework can serve as a decision-making tool to facilitate the most effective choice among the different journey mapping visualization approaches. The tools presented in this study can provide a mechanism to standardize the assessment, classification and utilization of journey maps in the healthcare sector and industries abound.

Journal ArticleDOI
TL;DR: In this article , an AR-based concept map (AR-ConMAP) application was developed to facilitate the concept map creation process to overcome the challenges that students face when creating concept maps.
Abstract: Abstract Concept maps are the tools used to facilitate meaningful conceptual learning. In this study, an augmented reality (AR)-based concept map (AR-ConMAP) application was developed to facilitate the concept map creation process to overcome the challenges that students face when creating concept maps. The study was carried out as a case study. Observations via using video records and worksheets were used to examine the effect of this application on students’ concept map creation skills and their evaluations about their experiences. The results suggested that using AR for creating concept maps provided more accurate results in associating the concept map components and supported students for meaningful conceptual learning. Students evaluated their experiences in using AR also as increasing their sense of enjoyment and curiosity which positively contributed to their motivation to create concept maps. Recommendations for future research and practices were also included.

Journal ArticleDOI
TL;DR: In this paper , the authors describe the use of mind-mapping techniques in language learning as a way to assist students in developing their analytical, organizational, collaborative, and creative skills in addition to their language capabilities.
Abstract: This article aims to describe the use of mind-mapping techniques in language learning as a way to assist students in developing their analytical, organizational, collaborative, and creative skills in addition to their language capabilities. During the 2020 academic year, mind-mapping was utilised as a teaching and learning tool in an English class composed of 93 12th-grade students. The research tools used for the purpose of a quasi-experiment included lesson plans, integrated mind-mapping techniques and unit tests. Through a one-group posttest-only design, cognitive-related data was collected by way of unit tests while a questionnaire was used for gathering opinions related to the use of mind maps in English classes. The results showed that the use of mind maps in English language classrooms provide an opportunity for students to be an active learner by acquiring data, processing information, organizing details and constructing knowledge by themselves. In addition, mind-mapping techniques also improve students’ skills such as creative and critical thinking, collaborative and organizational skills, alongside their English-language skills. They also develop positive attitudes towards mind-mapping techniques in which they can apply to other subjects.

Proceedings ArticleDOI
07 Mar 2022
TL;DR: In this article , the authors tested whether priming students to think in systems by asking them to draw concept maps changes how they construct problem statements and found that students that received the concept mapping intervention spent significantly more time thinking about the problem, developed longer problem statements, and included more unique elements of systems.
Abstract: Challenges associated with the design and construction of the built environment are complex. Students need training to help them deal with this complexity and to help them explore and reframe problems early during project planning and design. Concept maps provide a visual representation of complex information and the relationships between this information. The research presented in this paper tested whether priming students to think in systems by asking them to draw concept maps changes how they construct problem statements. In total, 40 engineering students participated in the study. Half were asked to draw a concept map before constructing a problem statement about how to improve mobility systems around campus. The cognitive effort (i.e., time and words) students spent on the task and the number of unique system elements included in their problem statement were measured. Students that received the concept mapping intervention spent significantly more time thinking about the problem, developed longer problem statements, and included more unique elements of systems. These findings suggest using concept mapping can aid students’ conceptualization of complex problems.

Journal ArticleDOI
TL;DR: The authors presented a methodological approach for developing construct maps and item type frameworks which entail articulating a construct map, developing diagnostic item types, comparing item type difficulties, and modifying or providing evidence in support of the construct map.
Abstract: Abstract Construct maps and related item type frameworks, which respectively describe and identify common patterns in student reasoning, provide teachers with tools to support instruction built upon students’ intuitive thinking. We present a methodological approach–embedded within common assessment development processes–for developing such construct maps and item type frameworks which entails (1) articulating a construct map, (2) developing diagnostic item types, (3) comparing item type difficulties, and (4) modifying or providing evidence in support of the construct map. We present an example focused on students’ proportional reasoning based on its centrality to mathematical success. The results further inform our construct map for students’ proportional reasoning and provide a diagnostic item-type framework.

Proceedings ArticleDOI
01 Jul 2022
TL;DR: In this article , a similarity measure based on two deep learning techniques was proposed to produce embeddings of the single structures that make up a concept map, which can reveal to be a great asset for a teacher when the number of students is very high.
Abstract: Concept maps are graphic tools to organize, represent and share knowledge. In particular, a concept map can explicitly express the knowledge of a person or group, about a given domain of interest. Concept maps are used effectively to support learning of any topic, at any level: from Primary School to University, and to professional/vocational training, it can stimulate and unveil the occurrence of meaningful learning. In an educational context, having the possibility to compare Concept Maps coming from different students, also by means of an automated computation of map similarity, can reveal to be a great asset for a teacher. And this is so much more true when the number of students is very high, like in Massive Open Online Course. Here we propose a similarity measure based on two deep learning techniques that produce embeddings of the single structures that make up a concept map. We also report about a preliminary experiment, having encouraging results.

Journal ArticleDOI
TL;DR: In this article , a systematic review of studies published in seven SSCI (Social Science Citation Index) journals of educational technology by referring to the technology-based learning model was conducted.
Abstract: Concept maps have been verified as an effective learning tool in technology-supported learning environments, in particular, in K-12 education. To enable educational technology researchers and school teachers to thoroughly know the research foci and applications of concept maps in technology-supported learning environments for K-12 education (CM-K12), the present study conducted a systematic review of studies published in seven SSCI (Social Science Citation Index) journals of educational technology by referring to the technology-based learning model. The review results showed that concept maps mostly played the role of a personal Mindtool and a collaborative Mindtool, and were mainly applied in elementary schools. The majority of elementary school teachers employed concept maps as a collaborative Mindtool (for a learning group), a personal Mindtool (for individual students), and a learning design tool. As for secondary school teachers, concept maps were mostly adopted as an assessment and evaluation tool, personal Mindtools, and collaborative Mindtools. In terms of application issues, the most adopted medium was desk-top computers, and the most adopted application domains were science, engineering, and language. The research focus explored the most in CM-K12 research was cognition, followed by affect and learning behavior. Based on the findings, several recommendations are proposed.