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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.
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]
Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: 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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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Human-Computer+Interaction%22">International Journal of Human-Computer Interaction</searchLink>. Dec2024, Vol. 40 Issue 24, p8764-8780. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Open+scholarship%22">Open scholarship</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22User+experience%22">User experience</searchLink>
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  Label: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd 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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        Value: 10.1080/10447318.2023.2289296
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      – Code: eng
        Text: English
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      – SubjectFull: Randomized controlled trials
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      – SubjectFull: User experience
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              Text: Dec2024
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