The effects of concept mapping in game-based learning

Research on digital games indicates that games can be more effective for education when a learning support is added. This study examined whether different forms of concept mapping affects students' game motivation as well as the effects on learning outcomes. Concept maps are considered as an effective visualized learning tool that assist the development of conceptual knowledge, supporting students with the use of correct information and choices that have to be made. In this study participants were randomly assigned to a condition: a student-constructed concept map condition, a pre-generated concept map condition, and a control condition that played the game Lemonade Tycoon 2 New York without the use of a concept map. Participants in the student-constructed condition built their own concept map using given terms and concepts from the game. Participants in the pre-generated group received a pre-made concept map made by the researcher using the same game concepts. It was predicted that the use of concept maps as learning support in game-based learning would improve students' learning outcomes. However, results showed no statistically significant effects on learning outcomes. Regarding students' motivation, the combination of the game and concept mapping was predicted to have a negative effect. However, results showed that the concept map in both experimental conditions did not decrease the positive perceptions towards the game. Also, no correlations were found between the game scores and the knowledge test scores. Indicating that participants who did relatively well in the game, did not score better in the knowledge test. The discussion reveals aspects of concept mapping as learning support that may be relevant for student learning in game-based learning environments.