The Effect of Digital Concept Maps in Online Learning Environments on Students’ Success and Disorientation

Abstract

Concept and knowledge maps are used often in learning process as two dimensional learning materials. These maps are important in comprehending concepts of a subject and relationships between these concepts. Nowadays, concept maps can be used beyond student drawings as digital navigation tools in real life. The aim of this study is to investigate the impact of the use of digital concept maps as navigation tools in online learning environments on student success and disorientation. There are two subdimensions of the navigation tool: the concept map and the content tree. The achievement test designed by the researcher in order to determine success of the student is used in the research. To evaluate the level of the student’s disorientation, the disorientation scale and navigation data were used in hypermedia. Web navigation data were recorded in the database, while participants were doing their weekly tasks, and Needleman-Wunsch algorithm was used to determine the level of disorientation. As a result of the study, the success of students in both groups has a significant increase positively. Besides, students who used websites with a content tree are more successful than students who used websites with concept maps. There is not a significant difference in the perception of disorientation between groups according to the navigation tool that they used. Nevertheless, according to the results of analyses that are made with using web navigation data, it is seen that there is a difference in disorientation of students, considering the number of subjects or concepts in the navigation tool, the content of the task that has been given etc. Lastly, suggestions about what to pay attention to while using concept maps or concept maps in online learning sites have been given.

The Improvement of Students' Information Literacy Through the Remap-TTW Learning Model

“…Besides, the establishment of the concept map also improves students' information literacy because before they create the concept map, they find information from relevant sources. Also, the creation of concept map aids students in better understanding a particular concept and the correlation among concepts [40]. The previous study also states that the establishment of a concept map involves understanding a text, analysis, information synthesis, and information representation, improving students' information literacy [41].…”

Use of Digital Mind Maps in Technology Education: A Pilot Study with Pre-Service Science Teachers

“…in learning environments (Novak, 2009). When the literature is reviewed, numerous studies are found that its positive educational outputs on the use of paper-based mind maps (PBMMs) in several field such as foreign language (Gomleksiz & Yetkiner, 2012), science (Balim, 2013;Keskinkilic-Yumusak, 2013;Hidayati, Zubaidah, Suarsini, & Praherdhiono, 2020), music (Coban & Selcuk-Tokatli, 2017), social sciences (Karadeniz, Tangulu, & Faiz, 2013), maths (Ozdemir, Alaybeyoglu & Filiz-Balbal, 2017), instructional technologies (Aydogdu & Guyer, 2019). On the other hand, students as today's digital natives often use and prefer digital media, which have been effective in the development of their mind maps and the creation of "interactive mind maps (iMindMap)" in a technological form (Willis & Miertschin, 2006;Zipp, 2011).…”

Desain E-Learning Berbasis Concept Mapping Untuk Materi Kalor Dan Termodinamika

“…Hasil yang diperoleh dari penelitian Aydogdu & Guyer bahwa selama pengujian media, pemetaan konsep memberikan penyederhanaan materi yang kompleks. Kekurangannya adalah siswa akan mengalami disorientasi materi jika peta konsep yang dikembangkan tidak sederhana [5].…”