TY - GEN
T1 - What matters in concept mapping? Maps learners create or how they create them
AU - Wang, Shang
AU - Walker, Erin
AU - Wylie, Ruth
N1 - Funding Information:
We thank the high school teacher that collaborated with us for her kind help with this work and all the students that participated in our high school study. This research was funded by NSF CISE-IIS-1451431 EAGER: Towards Knowledge Curation and Community Building within a Post digital Textbook.
Publisher Copyright:
© Springer International Publishing AG 2017.
PY - 2017
Y1 - 2017
N2 - 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 studies offer intelligent support. In this work, we present a concept mapping tool that offers navigational support in the form of hyperlinks, where nodes in the concept map are linked to segments of text. We evaluate the effect of the hyperlinks on generative strategies and learning outcomes through a week-long high school study with 32 participants. Our results indicate that proper navigational and visual aid during concept mapping facilitates the development of generative strategies, with implications for learning outcomes. Based on these findings, we propose a constraint-based tutoring system to adaptively support the development of generative strategies in concept mapping.
AB - 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 studies offer intelligent support. In this work, we present a concept mapping tool that offers navigational support in the form of hyperlinks, where nodes in the concept map are linked to segments of text. We evaluate the effect of the hyperlinks on generative strategies and learning outcomes through a week-long high school study with 32 participants. Our results indicate that proper navigational and visual aid during concept mapping facilitates the development of generative strategies, with implications for learning outcomes. Based on these findings, we propose a constraint-based tutoring system to adaptively support the development of generative strategies in concept mapping.
KW - Concept map
KW - Constraint based model
KW - Generative strategies
UR - http://www.scopus.com/inward/record.url?scp=85022230132&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85022230132&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-61425-0_34
DO - 10.1007/978-3-319-61425-0_34
M3 - Conference contribution
AN - SCOPUS:85022230132
SN - 9783319614243
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 406
EP - 417
BT - Artificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings
A2 - Andre, Elisabeth
A2 - Hu, Xiangen
A2 - Rodrigo, Ma. Mercedes T.
A2 - du Boulay, Benedict
A2 - Baker, Ryan
PB - Springer Verlag
T2 - 18th International Conference on Artificial Intelligence in Education, AIED 2017
Y2 - 28 June 2017 through 1 July 2017
ER -