Using Knowledge Construction Theory to Evaluate Learning Processes: A Randomized Controlled Trial on Showing Gradually Built-up Concept Maps Alongside a Scientific Text.
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| Title: | Using Knowledge Construction Theory to Evaluate Learning Processes: A Randomized Controlled Trial on Showing Gradually Built-up Concept Maps Alongside a Scientific Text. |
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| Authors: | Disch, Leonie (AUTHOR), Fessl, Angela (AUTHOR), Franza, Simone (AUTHOR), Kimmerle, Joachim (AUTHOR), Pammer-Schindler, Viktoria (AUTHOR) |
| Source: | International Journal of Human-Computer Interaction. Dec2024, Vol. 40 Issue 24, p8764-8780. 17p. |
| Subjects: | Concept mapping, Open scholarship, Randomized controlled trials, Theory of knowledge, User experience |
| Abstract: | Scientific texts convey new and complex information relevant not only to researchers but also to lay audiences. We present a randomized controlled trial that investigated whether showing a concept map, gradually building up as a user reads a scientific text, supports the cognitive processes of knowledge construction. The intervention group (n = 44) exhibited significantly more knowledge construction [t(89) = 1.94, p =.029, d = 0.41] than the control group (n = 47). The intervention supported basic knowledge construction, i.e., simple processing of information, but not medium and complex levels. This study makes two contributions: (1) showing interactive concept maps and building them up gradually alongside reading helps make scientific texts cognitively more accessible to a lay audience, e.g., to inform public debate, and (2) knowledge construction theory can be used as a theoretical foundation for measuring specific aspects of learning processes—complementing other metrics for comparative design examinations, e.g., usability, user experience, or performance-based measures. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Scientific texts convey new and complex information relevant not only to researchers but also to lay audiences. We present a randomized controlled trial that investigated whether showing a concept map, gradually building up as a user reads a scientific text, supports the cognitive processes of knowledge construction. The intervention group (n = 44) exhibited significantly more knowledge construction [t(89) = 1.94, p =.029, d = 0.41] than the control group (n = 47). The intervention supported basic knowledge construction, i.e., simple processing of information, but not medium and complex levels. This study makes two contributions: (1) showing interactive concept maps and building them up gradually alongside reading helps make scientific texts cognitively more accessible to a lay audience, e.g., to inform public debate, and (2) knowledge construction theory can be used as a theoretical foundation for measuring specific aspects of learning processes—complementing other metrics for comparative design examinations, e.g., usability, user experience, or performance-based measures. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10447318 |
| DOI: | 10.1080/10447318.2023.2289296 |
