Computer-based concept mapping combined with learning management system use: An explorative study under the self- and collaborative-mode

Dias, Sofia B.; Hadjileontiadou, Sofia J.; Diniz, Jos A.; Hadjileontiadis, Leontios J.

doi:10.1016/j.compedu.2017.01.009

Cited by 41 publications

(23 citation statements)

References 21 publications

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“…The results presented in this paper are aligned with the existing research findings in the field. For instance, earlier research on peer learning shows that collaborative groups are high in equality and mutuality (Damon & Phelps, 1989), students move in unison (Lakens, 2010;Lakens & Stel, 2011), they are synchronised in their gaze during collaboration (Schneider & Pea, 2013), they present symmetry in terms of their status and contributions (Dillenbourg et al, 2011), they present increased peers' turn-taking and balanced contributions (Dias et al, 2017). The paper expands the knowledge in the learning sciences field by introducing a new methodology to interpret the key concepts of equality, individual accountability and synchrony as well as bringing in the concept of intra-individual variability as a potential indicator of the quality of CPS competence in practice-based learning activities.…”

Section: Discussionmentioning

confidence: 99%

The NISPI framework: Analysing collaborative problem-solving from students' physical interactions

Cukurova

Luckin

Millán

et al. 2018

Computers & Education

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Collaborative problem-solving (CPS) is a fundamental skill for success in modern societies, and part of many common constructivist teaching approaches. However, its effective implementation and evaluation in both digital and physical learning environments are challenging for educators. This paper presents an original method for identifying differences in CPS behaviours when groups of students are taking part in face-to-face practice-based learning (PBL). The dataset is based on high school and university students' hand position and head direction data, which can potentially be automated deploying existing multimodal learning analytics systems. The framework uses Nonverbal Indexes of Students' Physical Interactivity (NISPI) to interpret the key parameters of students' CPS competence. The results show that the NISPI framework can be used to judge students' CPS competence levels accurately based on their non-verbal behaviour data. The findings have significant implications for design, research and development of educational technology.

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Section: Discussionmentioning

confidence: 99%

The NISPI framework: Analysing collaborative problem-solving from students' physical interactions

Cukurova

Luckin

Millán

et al. 2018

Computers & Education

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“…An intrinsic part of this methodology is the planning and the construction of the learning process through carefully designed research questions (Markham et al, 2003). Recent research (Bannert et al, 2015; Dias et al, 2017) has found that students who use the Project Based Learning methodology in LMS, employ more metacognitive skills (Azevedo et al, 2011; Sáiz and Montero, 2016). A summary of the interaction process is shown in Table 1.…”

Section: Introductionmentioning

confidence: 99%

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

2019

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Learning management systems (LMSs) that incorporate hypermedia Smart Tutoring Systems and personalized student feedback can increase self-regulated learning (SRL), motivation, and effective learning. These systems are studied with the following aims: (1) to verify whether the use of LMS with hypermedia Smart Tutoring Systems improves student learning outcomes; (2) to verify whether the learning outcomes will be grouped into performance clusters (Satisfactory, Good, and Excellent); and (3) to verify whether those clusters will group together the different learning outcomes assessed in four different evaluation procedures. Use of the LMS with hypermedia Smart Tutoring Systems was studied among students of Health Sciences, all of whom had similar test results in the use of metacognitive skills. It explained 38% of the variance in student learning outcomes in the evaluation procedures. Likewise, three clusters that grouped the learning outcomes in relation to the variable ‘Use of an LMS with hypermedia Smart Tutoring Systems vs. No use’ explained 60.4% of the variance. Each cluster grouped the learning outcomes in the different evaluation procedures. In conclusion, LMS with hypermedia Smart Tutoring Systems in Moodle increased the effectiveness of student learning outcomes, above all in the individual quiz-type tests. It also facilitated personalized learning and respect for the individual pace of student-learning. Hence, modules for the analysis of supervised, unsupervised and multivariate learning should be incorporated into the Moodle platform to provide teaching tools that will undoubtedly contribute to improvements in student learning outcomes. HIGHLIGHTS Learning management systems (LMS) that incorporate hypermedia Smart Tutoring Systems and personalized student feedback can increase self-regulated learning (SRL). Learning management systems with hypermedia Smart Tutoring Systems increased the effectiveness of student learning outcome. The use of an LMS with hypermedia Smart Tutoring Systems vs. No use’ explained 60.4% of the variance in student learning outcome.

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“…Moreover, concept maps have been integrated with various types of educational technology. Dias, Hadjileontiadou, Diniz, and Hadjileontiadis (2017) demonstrated that the integration of concept maps with Moodle positively affects concept map construction and enhances interactions during concept mapping. Lin et al (2016) integrated Google Docs into collaborative concept mapping and compared the effects with a paper-pencil approach to record students' learning achievements, concept representation, and attitudes.…”

Section: Technology-supported Concept Mappingmentioning

confidence: 99%

Empirical study on the effects of social network–supported group concept mapping

Shih

Chang

2020

RPTEL

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Social networks provide traditional concept mapping of new opportunities for concept construction with grouping, social interaction, and collaborative functions. However, little effort has been made to explore the effects of social network–supported concept mapping compared with traditional individual concept construction. This paper explores the effects of social network–supported group concept mapping (SCM) activity and compares them with the effects of individual concept mapping (ICM) activity. A platform named CoCoing.info (http://cocoing.info) is utilized to examine the SCM and ICM activities under three studies, which drove the following research questions: (1) Do map structure (i.e., propositions, hierarchies, examples, cross-links, and scores) and mapping activity (i.e., map modification period and frequency) differ between ICM and SCM in students on specialized courses? (2) Do map structure and mapping activity differ between ICM and SCM in students on general education courses? (3) What are the effects of group size on SCM? In study I, four classes are selected to ensure a strong social network learning environment control. On the basis of study I, study II extends the controlled environment within an open social networking environment with a total of 1106 SCM maps and 569 ICM maps to produce an improved overview of concept mapping. The findings of studies I and II are consistent, demonstrating that the students constructed more comprehensive concept maps and had a higher modification period and frequency with SCM than with ICM, which indicates that in a social network learning environment, SCM is favorable to ICM. Study III considers each participant’s contributions to identify an optimal group number. The results of study III indicate that groups with two to seven members perform better than larger groups. Overall, the findings demonstrate the benefits of integrating concept mapping with social networking for student learning outcomes.

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Computer-based concept mapping combined with learning management system use: An explorative study under the self- and collaborative-mode

Cited by 41 publications

References 21 publications

The NISPI framework: Analysing collaborative problem-solving from students' physical interactions

The NISPI framework: Analysing collaborative problem-solving from students' physical interactions

Does the Use of Learning Management Systems With Hypermedia Mean Improved Student Learning Outcomes?

Empirical study on the effects of social network–supported group concept mapping

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