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. |
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| 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] |
| Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192754599 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From learner-built to expert concept maps: An evaluation of the effects of closed concept map recomposition on learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Khudhur%2C+Nawras%22">Khudhur, Nawras</searchLink><relatesTo>1</relatesTo><i> nawras@lel.hiroshima-u.ac.jp</i><br /><searchLink fieldCode="AR" term="%22Fonteles+Furtado%2C+Pedro+Gabriel%22">Fonteles Furtado, Pedro Gabriel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hayashi%2C+Yusuke%22">Hayashi, Yusuke</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hirashima%2C+Tsukasa%22">Hirashima, Tsukasa</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+in+Technology+Enhanced+Learning%22">Research & Practice in Technology Enhanced Learning</searchLink>. 2026, Vol. 21, p1-28. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.58459/rptel.2026.21021 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 1 Subjects: – SubjectFull: Concept mapping Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Concept learning Type: general Titles: – TitleFull: From learner-built to expert concept maps: An evaluation of the effects of closed concept map recomposition on learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Khudhur, Nawras – PersonEntity: Name: NameFull: Fonteles Furtado, Pedro Gabriel – PersonEntity: Name: NameFull: Hayashi, Yusuke – PersonEntity: Name: NameFull: Hirashima, Tsukasa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17932068 Numbering: – Type: volume Value: 21 Titles: – TitleFull: Research & Practice in Technology Enhanced Learning Type: main |
| ResultId | 1 |
