Effects of knowledge map characteristics on information processing

Wiegmann, Douglas A.; Dansereau, Donald F.; McCagg, Edward C.; Rewey, Kirsten L.; Pitre, Urvashi

doi:10.1016/0361-476x(92)90055-4

Cited by 67 publications

(42 citation statements)

References 6 publications

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“…The links may be directional (lines with arrowheads) or non-directional (lines without arrowheads) and may be highlighted by means of line strength and color. Wiegman, Dansereau, McCagg, Rewey, and Pitre (1992) have shown that different organizational principles and the use of varied highlighting of links in interaction with different learner prerequisites may lead to different effects in processing concept maps (see also Dansereau, in this book).…”

Section: Structural Featuresmentioning

confidence: 99%

Digital Concept Maps for Managing Knowledge and Information

Tergan

2005

Lecture Notes in Computer Science

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Abstract. Due to the increasing amount and complexity of knowledge and information in many domains, students who self-regulate their study in e-learning scenarios often suffer from cognitive overload, as well as conceptual and navigational disorientation. Particularly, when studying in resource-based learning scenarios with complex and ill-structured subject-matter content, there is a need for both effective learning strategies and the management of knowledge and information. Advanced computer-based concept maps have the potential to foster spatial learning strategies by visualizing the knowledge and support processes of individual knowledge management, such as the acquisition, organization, representation, (self-)evaluation, communication, localization, and utilization of knowledge. In addition, they have the potential to represent and make accessible the conceptual and content knowledge of a domain, as well as information associated to it. The aim of this paper is the analysis of the potential of digital concept maps for supporting processes of individual knowledge management. Perspectives for research on the use of concept maps for individual knowledge management are outlined.

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Section: Structural Featuresmentioning

confidence: 99%

Digital Concept Maps for Managing Knowledge and Information

Tergan

2005

Lecture Notes in Computer Science

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“…This practice follows the notion of "semantic distance" proposed by Winn and Holliday (1982) in their prescriptions for the design of diagrams-the distance between elements on a display should correspond to either their degree of similarity in meaning or their functional association. There is also some empirical evidence that use of proximity in the design of knowledge maps enhances their performance as a learning tool (Wiegmann, Dansereau, McCagg, Rewey, & Pitre, 1992). Following the discussion on knowledge maps, students were shown how to use Inspiration, a popular computer program that facilitates knowledge mapping, brainstorming, and other tasks.…”

Section: Methodsmentioning

confidence: 99%

Knowledge Maps and Their Use in Computer-Based Collaborative Learning Environments

Kealy

2001

Journal of Educational Computing Research

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Abstract:Conceptual learning of 13 graduate students at a university in the southeastern United States was studied during a six-week course that employed the Internet for collaborative learning of online articles, Five groups were formed with each creating a knowledge map a diagram that graphically arranges and interconnects concepts to show their relationship--during the first and fifth week of the course. Multidimensional scaling (MDS) analysis was used to study the change in each group's mapping over time to determine the influence of a computer-based collaborative learning environment on conceptual understanding. MDS analysis was also used to compare a knowledge map and a similarity rating (of the same 10 concepts) completed by each student at the end of the course. Results of the first analysis indicated that, despite the collaborative nature of the learning environment, groups did not become more similar over time in their understanding of key concepts, However, the second analysis revealed common student perceptions about the dimensions that characterized the conceptual relationships involved, Importantly, this analysis provided evidence that knowledge maps are comparable to rating instruments, thereby supporting recent research claims that they are valid representations of conceptual knowledge. Prescriptions are made for the expanded role of MDS in collaborative knowledge mapping activities. Article:An important question that continues to interest educators is how to integrate sound instructional practices with educational technologies in ways that most effectively enhance student learning. Two responses to this question during the past decade have been the emergence of computer-based learning environments and computer-based learning tools. An example of the former is a computer-supported intentional learning environment (CSILE)-a network within which learners can collaboratively generate and share knowledge (Scardamelia & Bereiter, 1994).Computer-based learning tools, on the other hand, are designed to assist learners in their thinking and reasoning processes.

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“…Of the adjuncts that contain mostly words, spatial adjuncts (e.g., GOs and knowledge maps) are more effective than linear adjuncts (e.g., outlines and lists) for assisting students in learning concept relations (e.g., Alvermann, 1980Alvermann, , 1981Hall, Dansereau, & Skaggs, 1992;Hall & Sidio-Hall, 1994a;Hall & Sidio-Hall, 1994b;Kiewra, Dubois, Christian, & McShane, 1988;Kiewra, Kauffman, Robinson, Dubois, & Staley, 1999;Lambiotte & Dansereau, 1992;Rewey, Dansereau, Dees, Skaggs, & Pitre, 1992;Robinson & Kiewra, 1995;Robinson & Schraw, 1994;Wallace, West, Ware, & Dansereau, 1998;Wiegmann, Dansereau, McCagg, Rewey, & Pitre, 1992). Of the spatial text adjuncts that contain mostly words, there is some evidence that GOs are more effective than knowledge maps when students' goal is to learn concept relations rather than facts (Katayama, Robinson, Kiewra, Dubois, & Jonassen, 2001;Robinson, Robinson, & Katayama, 1999).…”

Section: In Three Experiments We Investigated the Optimal Presentatimentioning

confidence: 98%