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From learner-built to expert concept maps: An evaluation of the effects of closed concept map recomposition on learning.

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Title: From learner-built to expert concept maps: An evaluation of the effects of closed concept map recomposition on learning.
Authors: Khudhur, Nawras1 nawras@lel.hiroshima-u.ac.jp, Fonteles Furtado, Pedro Gabriel1, Hayashi, Yusuke1, Hirashima, Tsukasa1
Source: Research & Practice in Technology Enhanced Learning. 2026, Vol. 21, p1-28. 28p.
Subject Terms: *Concept mapping, *Reading comprehension, *Cognitive development, *Educational technology, *Psychological feedback, *Concept learning
Abstract: Kit-Build concept map framework offers a unique approach to enhancing learning through concept mapping. It involves decomposing an expert map into components, which are then used by learners to construct their own concept maps. Kit-Build concept map can accurately detect differences between the learner's map and the original expert map at a propositional level. In this study, we developed an activity that guides learners to complete the same map as the expert map by presenting the detected proposition-level differences and encouraging learners to correct them. We report on the learning effects of this activity by comparing it to a Kit-Build concept map activity conducted without the feedback or expert map completion task. Our findings reveal that engaging in Kit-Build concept mapping with expert map completion task significantly enhances reading comprehension compared to the Kit-Build concept mapping control group. Importantly, this improvement persists even after a two-week interval. Although the activity requires more time than Kit-Build concept mapping control group, the time-on-task does not predict learning improvement, underscoring the value of the proposed guidance. Further analysis demonstrates that this process not only helps learners acquire new knowledge but also consolidates their understanding of previously learned information. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Kit-Build concept map framework offers a unique approach to enhancing learning through concept mapping. It involves decomposing an expert map into components, which are then used by learners to construct their own concept maps. Kit-Build concept map can accurately detect differences between the learner's map and the original expert map at a propositional level. In this study, we developed an activity that guides learners to complete the same map as the expert map by presenting the detected proposition-level differences and encouraging learners to correct them. We report on the learning effects of this activity by comparing it to a Kit-Build concept map activity conducted without the feedback or expert map completion task. Our findings reveal that engaging in Kit-Build concept mapping with expert map completion task significantly enhances reading comprehension compared to the Kit-Build concept mapping control group. Importantly, this improvement persists even after a two-week interval. Although the activity requires more time than Kit-Build concept mapping control group, the time-on-task does not predict learning improvement, underscoring the value of the proposed guidance. Further analysis demonstrates that this process not only helps learners acquire new knowledge but also consolidates their understanding of previously learned information. [ABSTRACT FROM AUTHOR]
ISSN:17932068
DOI:10.58459/rptel.2026.21021