Concept mapping is one of the instructional strategies implemented in collaborative learning to support discourse and learning. While prior studies have established its positive significance on the learning achievements and attitudes of students, they have also discovered that it can lead to students conducting less discussion on conceptual knowledge compared to procedural and team coordination. For instance, some inaccurate ideas are never challenged and can become ingrained. Designing a learning environment where individual knowledge is acknowledged and developed constructively is necessary to achieve similarity of individual knowledge after collaboration. This study applies the Reciprocal Kit Build (RKB) approach before collaborative concept mapping. The approach consists of three main phases: (1) individual map construction; (2) re-constructional map building; and (3) difference map discussion. Finally, each team will build a group map. Previous studies have shown that the visualization of similarities and differences during the third phase correlates with the improvement of concept map quality. The current paper presents our investigation on the effects of the first and second phases in terms of the final group products. We analyze the correlations between the similarity of individual knowledge represented in the first-phase maps, the comprehension of partner's representation during the second phase, and the changes of map scores. Our findings indicate that comprehension level is a stronger predictor than the similarity of individual knowledge for estimating score gain. The ways in which patterns of knowledge transfer from individual to group maps, which exhibit how the group products are built based on individual inputs, are also discussed. We illustrate that the number of shared and unshared links in the group solutions are proportionally distributed, and that the number of reconstructed links dominates the group solutions, rather than the non-reconstructed ones.

This paper proposes a novel approach to generate stereo video in which the zoom magnification is not constant. Although this has been achieved mechanically in a conventional way, it is necessary for this approach to develop a mechanically complex system for each stereo camera system. Instead of a mechanical solution, we employ an approach from the software side: by using a pair of zoomed and non-zoomed video, a part of the non-zoomed video image is cut out and super-resolved for generating stereo video without a special hardware. To achieve this, (1) the zoom magnification parameter is automatically determined by using distributions of intensities, and (2) the cutout image is super-resolved by using optically zoomed images as exemplars. The effectiveness of the proposed method is quantitatively and qualitatively validated through experiments.

This study compared two extended concept mapping approaches and investigated the distribution of students' understanding and knowledge structure. The students in the experimental group used Extended Kit-Build (EKB), where a learner extends a concept map built by kit-building, and those in the control group utilized the Extended Scratch-Build (ESB), where a learner extends a concept map made by scratch-building. The results suggested that the experimental group had better achievements in both the original material and the additional material.

Concept map has been widely used as an interactive media to deliver contents in learning. Incorporating concept maps into collaborative learning could promote more interactive and meaningful learning environments. Furthermore, delivering concept maps in a digital form, such as in Kit-Build concept map, could improve learning interaction further. Collaborative learning with Kit-Build concept map has been shown to have positive effects on students' understanding. The way students compose their concept maps while discussing with others is presumed to affect their learning. However, supporting collaborative learning in an online setting is formidable to keep the interaction meaningful and fluid. This study proposed a new approach of real-time collaborative learning with Kit-Build concept map. This study also investigated how concept map recomposition with Kit-Build concept map could help students collaboratively learn EFL reading comprehension from a distance by comparing it with the traditional open-ended concept mapping approach. The learning effect and students' conversation during collaboration with the proposed online Kit-Build concept map system were investigated. Comparative analysis with a traditional collaborative concept mapping approach is also presented. The results suggested that collaborative learning with Kit-Build concept map yielded better outcomes and more meaningful discussion than the traditional open-end concept mapping.

This study investigated the influence of reading time while building a closed concept map on reading comprehension and retention. It also investigated the effect of having access to the text during closed concept map creation on reading comprehension and retention. Participants from Amazon Mechanical Turk (N =101) read a text, took an after-text test, and took part in one of three conditions, “Map & Text”, “Map only”, and “Double Text”, took an after-activity test, followed by a two-week retention period and then one final delayed test. Analysis revealed that higher reading times were associated with better reading comprehension and better retention. Furthermore, when comparing “Map & Text” to the “Map only” condition, short-term reading comprehension was improved, but long-term retention was not improved. This suggests that having access to the text while building closed concept maps can improve reading comprehension, but long term learning can only be improved if students invest time accessing both the map and the text.

This paper describes an investigation into the validity of an automatic assessment method of the learner-build concept map by comparing it with two well-known manual methods. We have previously proposed the Kit-Build (KB) concept map framework where a learner builds a concept map by using only a provided set of components, known as the set “kit”. In this framework, instant and automatic assessment of a learner-build concept map has been realized. We call this assessment method the “Kit-Build method” (KB method). The framework and assessment method have already been practically used in classrooms in various schools. As an investigation of the validity of this method, we have conducted an experiment as a case study to compare the assessment results of the method with the assessment results of two other manual assessment methods. In this experiment, 22 university students attended as subjects and four as raters. It was found that the scores of the KB method had a very strong correlation with the scores of the other manual methods. The results of this experiment are one of evidence to show the automatic assessment of the Kit-Build concept map can attain almost the same level of validity as well-known manual assessment methods.

Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called “Reciprocal KB map”. In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.

This study investigates whether learners consider constraints while posing arithmetic word problems. Through log data from an interactive learning environment, we analyzed actions of 39 first grade elementary school students and conducted correlation analysis between the frequency of actions and validity of actions. The results show that the learners consider constraints while posing arithmetic word problems.

Involving higher-order thinking in learning activities can produce meaningful learning. It impacts the student's ability to solve problems in new situations. Concept mapping is a learning strategy that has been proven to promote higher-order thinking. Concept map recomposition (KB-mapping) in the Kit-Build system is a closed concept mapping where learners are given concepts and links to build a concept map, and it has advantage that the recomposed map can be automatically diagnosed. It has been proven that KB-mapping improves the students' learning achievement similar to the traditional concept mapping called scratch concept map composition (SC-mapping). However, the study on the effect of KB-mapping in fostering students' higher-order thinking has yet to be evaluated. This study designed and conducted an experiment to compare the impact of KB-mapping and SC-mapping on promoting students' ability in higher-order thinking. Fifty-four undergraduate students were assigned to either KB-Mapping or SC-Mapping for learning activities. The result of this study suggested that students who learn with KB-mapping had better abilities to solve questions of higher-order thinking than those who applied SC-mapping. The findings also suggested that the quality of students' concept maps affected their performance in solving higher-order thinking questions.

This study investigates the efficacy of a partial decomposition approach in concept map recomposition tasks to reduce cognitive load while maintaining the benefits of traditional recomposition approaches. Prior research has demonstrated that concept map recomposition, involving the rearrangement of unconnected concepts and links, can enhance reading comprehension. However, this task often imposes a significant burden on learners’ working memory. To address this challenge, this study proposes a partial recomposition approach where learners are tasked with recomposing only a portion of the concept map, thereby reducing the problem space. The proposed approach aims at lowering the cognitive load while maintaining the benefits of traditional recomposition task, that is, learning effect and motivation. To investigate the differences in cognitive load, learning effect, and motivation between the full decomposition (the traditional approach) and partial decomposition (the proposed approach), we have conducted an experiment (N=78) where the participants were divided into two groups of “full decomposition” and “partial decomposition”. The full decomposition group was assigned the task of recomposing a concept map from a set of unconnected concept nodes and links, while the partial decomposition group worked with partially connected nodes and links. The experimental results show a significant reduction in the embedded cognitive load of concept map recomposition across different dimensions while learning effect and motivation remained similar between the conditions. On the basis of these findings, educators are recommended to incorporate partially disconnected concept maps in recomposition tasks to optimize time management and sustain learner motivation. By implementing this approach, instructors can conserve cognitive resources and allocate saved energy and time to other activities that enhance the overall learning process.

This study focuses on creating arithmetical stories as a sub-task of problem posing and proposes a game named “Tri-prop scrabble” as a learning environment based on a fusion method of learning and game. The problem-posing ability has a positive relationship with mathematics achievement and understanding the mathematical structure of problems. In the proposed game, learners are expected to experience creating and concatenating various arithmetical stories by integrating simple sentences. The result of a preliminary feasibility study shows that the participants were able to pose and concatenate a variety of types of arithmetic stories and accept this game is helpful for learning arithmetic word problems.