The effects of a concept map-based support tool on simulation-based inquiry learning

Research output: Contribution to journalArticleAcademicpeer-review

23 Citations (Scopus)
1 Downloads (Pure)

Abstract

Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed students' task progression and performance success on assignments in the simulation environment. Study 1 (N = 61) showed that students who saw the concept map with color coding outperformed students who had only the concept map. Both of these conditions outperformed students in a control condition without concept map. Process data showed no difference between conditions for number of completed and incorrectly completed assignments, but students in the color-coded concept map condition more often restudied assignments they initially completed incorrectly than did students in the other 2 conditions. Study 2 (N = 99) investigated whether the concept map's effectiveness was due to its suggestion of a learning route or to its direct display of the domain. Manipulations were (a) concept map present or absent and (b) optimal or suboptimal routing signals through the domain content. All conditions received color coding. Results showed that both the concept map and optimal routing signals improved learning, suggesting that the 2 manipulations supplemented each other. The discussion details aspects of concept map-based support that may be especially relevant for student learning and behavior in inquiry learning environments
Original languageEnglish
Pages (from-to)1-24
Number of pages24
JournalJournal of educational psychology
Volume105
Issue number1
DOIs
Publication statusPublished - 2013

Fingerprint

Learning
Students
simulation
learning
Color
student
coding
manipulation
Task Performance and Analysis
learning environment
Biomechanical Phenomena
present
performance

Keywords

  • METIS-297107
  • IR-86865

Cite this

@article{5d77dec484a5494c89f20445edf8df1d,
title = "The effects of a concept map-based support tool on simulation-based inquiry learning",
abstract = "Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed students' task progression and performance success on assignments in the simulation environment. Study 1 (N = 61) showed that students who saw the concept map with color coding outperformed students who had only the concept map. Both of these conditions outperformed students in a control condition without concept map. Process data showed no difference between conditions for number of completed and incorrectly completed assignments, but students in the color-coded concept map condition more often restudied assignments they initially completed incorrectly than did students in the other 2 conditions. Study 2 (N = 99) investigated whether the concept map's effectiveness was due to its suggestion of a learning route or to its direct display of the domain. Manipulations were (a) concept map present or absent and (b) optimal or suboptimal routing signals through the domain content. All conditions received color coding. Results showed that both the concept map and optimal routing signals improved learning, suggesting that the 2 manipulations supplemented each other. The discussion details aspects of concept map-based support that may be especially relevant for student learning and behavior in inquiry learning environments",
keywords = "METIS-297107, IR-86865",
author = "M.G. Hagemans and {van der Meij}, Hans and {de Jong}, Ton",
year = "2013",
doi = "10.1037/a0029433",
language = "English",
volume = "105",
pages = "1--24",
journal = "Journal of educational psychology",
issn = "0022-0663",
publisher = "American Psychological Association",
number = "1",

}

The effects of a concept map-based support tool on simulation-based inquiry learning. / Hagemans, M.G.; van der Meij, Hans; de Jong, Ton.

In: Journal of educational psychology, Vol. 105, No. 1, 2013, p. 1-24.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - The effects of a concept map-based support tool on simulation-based inquiry learning

AU - Hagemans, M.G.

AU - van der Meij, Hans

AU - de Jong, Ton

PY - 2013

Y1 - 2013

N2 - Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed students' task progression and performance success on assignments in the simulation environment. Study 1 (N = 61) showed that students who saw the concept map with color coding outperformed students who had only the concept map. Both of these conditions outperformed students in a control condition without concept map. Process data showed no difference between conditions for number of completed and incorrectly completed assignments, but students in the color-coded concept map condition more often restudied assignments they initially completed incorrectly than did students in the other 2 conditions. Study 2 (N = 99) investigated whether the concept map's effectiveness was due to its suggestion of a learning route or to its direct display of the domain. Manipulations were (a) concept map present or absent and (b) optimal or suboptimal routing signals through the domain content. All conditions received color coding. Results showed that both the concept map and optimal routing signals improved learning, suggesting that the 2 manipulations supplemented each other. The discussion details aspects of concept map-based support that may be especially relevant for student learning and behavior in inquiry learning environments

AB - Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed students' task progression and performance success on assignments in the simulation environment. Study 1 (N = 61) showed that students who saw the concept map with color coding outperformed students who had only the concept map. Both of these conditions outperformed students in a control condition without concept map. Process data showed no difference between conditions for number of completed and incorrectly completed assignments, but students in the color-coded concept map condition more often restudied assignments they initially completed incorrectly than did students in the other 2 conditions. Study 2 (N = 99) investigated whether the concept map's effectiveness was due to its suggestion of a learning route or to its direct display of the domain. Manipulations were (a) concept map present or absent and (b) optimal or suboptimal routing signals through the domain content. All conditions received color coding. Results showed that both the concept map and optimal routing signals improved learning, suggesting that the 2 manipulations supplemented each other. The discussion details aspects of concept map-based support that may be especially relevant for student learning and behavior in inquiry learning environments

KW - METIS-297107

KW - IR-86865

U2 - 10.1037/a0029433

DO - 10.1037/a0029433

M3 - Article

VL - 105

SP - 1

EP - 24

JO - Journal of educational psychology

JF - Journal of educational psychology

SN - 0022-0663

IS - 1

ER -