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The effectiveness of prestructured concept maps in a digital learning environment in mathematical education

Ehrenhard, S. (2016) The effectiveness of prestructured concept maps in a digital learning environment in mathematical education.

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Abstract:Several studies have shown that meaningful learning can be facilitated by the use of concept mapping. Previous concept mapping studies did not focus on the field of probability theory, while especially in this area it is important for students to understand the interrelatedness between key concepts and procedures. Present study is performed to investigate whether students can benefit from concept maps to apprehend the interrelatedness between the “piecewise knowledge” they have learned about probability theory. A group of students (n = 41) from the social sciences bachelors were randomly grouped into two conditions. In one of the conditions the students received an incomplete pre-structured concept map (OVCM condition). The students were asked to complete the concept map by adding seven links and concepts to the map. The students in the other condition received a complete pre-structured concept map (VVCM condition). In both conditions, participants were asked to add links and concepts if deemed necessary. The results indicate that the total activity, the time spent in the concept mapping tool, the condition and the number of correct additions are strong predictors for quality of the concept map. In contrast, there are no findings concerning the effect on learning gains. There are no effects for the type of knowledge with regards to the learning results. It can be concluded that the use of concept mapping tools is a relevant way to be active with the lesson material.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
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