The evaluation of concept map recomposition order and its effect on learning outcomes.
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| Title: | The evaluation of concept map recomposition order and its effect on learning outcomes. |
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| Authors: | Rismanto, Ridwan1,2 rismanto@polinema.ac.id, Hayashi, Yusuke2, Hirashima, Tsukasa2 |
| Source: | Research & Practice in Technology Enhanced Learning. 2026, Vol. 21, p1-27. 27p. |
| Subject Terms: | *Concept mapping, *Reading comprehension, *Active learning, *Educational outcomes, *Educational support, *Science education, Knowledge representation (Information theory) |
| Abstract: | Concept map serves as a visual tool in education, facilitating the organization and representation of knowledge. Concept map recomposition activity, which is a kind of concept map building activity, has been shown to promote meaningful learning and enhance reading comprehension. In this process, the teacher creates an expert map from a text material, decomposes it into individual concepts and links, and the learners then recompose these components. During the recomposition activity, learners connect concepts and links to form propositions, using information acquired from teacher's explanation and/or by reading the text material. However, since the information in the text is generally presented in a specific sequence, it is important to evaluate whether following this sequence during the recomposition affects their learning outcomes. Understanding this is beneficial for teachers in providing support in concept map recomposition activities. This research evaluated the similarity between the recomposition order and the text's information order, and how it relates to learning outcomes. The results revealed that various recomposition orders led to equal learning outcomes. However, the recomposition order was related to the aspects of the activity, which are time on task, time required to perform each action and map quality. This finding suggests that teachers should provide support that adapts to differing recomposition order, recognizing that learners may approach the recomposition activity in different ways. [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: 192754610 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The evaluation of concept map recomposition order and its effect on learning outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rismanto%2C+Ridwan%22">Rismanto, Ridwan</searchLink><relatesTo>1,2</relatesTo><i> rismanto@polinema.ac.id</i><br /><searchLink fieldCode="AR" term="%22Hayashi%2C+Yusuke%22">Hayashi, Yusuke</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hirashima%2C+Tsukasa%22">Hirashima, Tsukasa</searchLink><relatesTo>2</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, p1-27. 27p. – 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="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+representation+%28Information+theory%29%22">Knowledge representation (Information theory)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Concept map serves as a visual tool in education, facilitating the organization and representation of knowledge. Concept map recomposition activity, which is a kind of concept map building activity, has been shown to promote meaningful learning and enhance reading comprehension. In this process, the teacher creates an expert map from a text material, decomposes it into individual concepts and links, and the learners then recompose these components. During the recomposition activity, learners connect concepts and links to form propositions, using information acquired from teacher's explanation and/or by reading the text material. However, since the information in the text is generally presented in a specific sequence, it is important to evaluate whether following this sequence during the recomposition affects their learning outcomes. Understanding this is beneficial for teachers in providing support in concept map recomposition activities. This research evaluated the similarity between the recomposition order and the text's information order, and how it relates to learning outcomes. The results revealed that various recomposition orders led to equal learning outcomes. However, the recomposition order was related to the aspects of the activity, which are time on task, time required to perform each action and map quality. This finding suggests that teachers should provide support that adapts to differing recomposition order, recognizing that learners may approach the recomposition activity in different ways. [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.2026.21032 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 1 Subjects: – SubjectFull: Concept mapping Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Active learning Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Educational support Type: general – SubjectFull: Science education Type: general – SubjectFull: Knowledge representation (Information theory) Type: general Titles: – TitleFull: The evaluation of concept map recomposition order and its effect on learning outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rismanto, Ridwan – 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 |
