Supporting Concept Mapping for Learning from Text

Abstract

This study examines concept mapping as a follow-up study strategy for learning from text. Based on a task analysis of the sub-tasks learners must accomplish during mapping, we developed the following support measures: Participants (N = 102) either generated a map (1) from scratch (map-generation), (2) from a list of concepts (concepts-provided), (3) from spatially arranged concepts (concepts-arranged), or, alternatively, they (4) studied a worked-out map (worked-out map). The control-group (5) did not engage in mapping. Presenting a worked-out map enhanced learning most effectively. However, constructing a map from scratch was almost equally helpful. In contrast, students in the half-structured conditions (2 and 3) performed no better than the control condition. We concluded that both studying a worked-out map and generating one's own map allowed learners to devote attention to important parts of the learning contents. Half- structured mapping, in contrast, narrowed attention to specific aspects in a dysfunctional way.