Assisting students’ writing with computer-based concept map feedback: A validation study of the CohViz feedback system

Burkhart, Christian; Lachner, Andreas; Nückles, Matthias

doi:10.1371/journal.pone.0235209

Cited by 13 publications

(8 citation statements)

References 48 publications

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“…Redundant concepts (e.g., "group") were ignored (see also Boshuizen & Schmidt, 1992, for related approaches). CohViz showed a high precision in comparison to expert raters (ICC = .93, see Burkhart et al, 2019).…”

Section: Comprehensivenessmentioning

confidence: 96%

Learning by explaining orally or in written form? Text complexity matters

Jacob

Lachner

Scheiter

2020

Learning and Instruction

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AcknowledgementWe would like to thank Eleonora Dolderer, Maike Köncke, and Anna Rosenträger for their assistance in conducting the study and rating the qualitative data. Moreover, we would like to thank Christian Burkhart and Zarah Weiß for providing us with the computer-based text difficulty measures. The research reported in this article was supported by the Federal Ministry of Education and Research in Germany (BMBF) under contract number 01JA1611.

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Section: Comprehensivenessmentioning

confidence: 96%

Learning by explaining orally or in written form? Text complexity matters

Jacob

Lachner

Scheiter

2020

Learning and Instruction

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“…Whereas the cognitive tools developed by Ferrara and Butcher (2011) and Villalon and Calvo (2011) have not yet been comprehensively studied empirically, several experimental studies have been conducted on the concept-mapping feedback tool CohViz (Burkhart, Lachner, & Nückles, 2020;Lachner et al, 2017aLachner et al, , 2017bLachner, Backfisch, & Nückles, 2018;Lachner & Neuburg, 2019). CohViz provides students with automated visual feedback on the cohesion of their drafts (for details on the technical implementation, see the Method section of Study 1, and Lachner et al, 2017b).…”

Section: Cognitive Tool For Revision Support In Written Compositionmentioning

confidence: 99%

Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.

Burkhart¹,

Lachner²,

Nückles³

2021

Journal of Educational Psychology

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Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students’ writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cognitive load. By applying principles of multimedia learning, in two experiments, we investigated whether interrepresentational signaling and spatial contiguity would have differential effects on students’ subsequent writing performance and on the processing of the graphical feedback. In Experiment 1, students wrote an expository text and either received conventional concept-map feedback, correspondence-enhanced concept-map feedback with interrepresentational signaling, spatially contiguous feedback, or no feedback during text revision. Regarding local cohesion, we found that students profited most when they received spatially contiguous feedback. Contrarily, correspondence-enhanced concept-map feedback was most effective for improving global cohesion. In Experiment 2, we examined the attentional processes while using correspondence-enhanced concept-map feedback versus conventional concept-map feedback by means of eye-tracking. Students receiving correspondence-enhanced concept-map feedback had longer fixation times on the concept-maps, more transitions between their text and the concept-map and were more efficient in improving their text for global cohesion than students receiving concept-maps without signaling. The findings suggest that interrepresentational signaling and spatial contiguity differentially contributed to students’ writing. Therefore, choosing the adequate format of instructional support plays a critical role in scaffolding students’ writing.

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“…CohViz [21] is a feedback tool that demonstrates cohesion of written texts. It has been a popular tool to improve cohesion from a text passage, especially among students.…”

Section: Related Workmentioning

confidence: 99%

Cronus: An Automated Feedback Tool for Concept Maps

2021

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A Concept map is a pedagogical tool to help students understand the concepts and identify their misconceptions. Grading a concept map is a time-consuming manual task causing a severe bottleneck to use concept maps in a large class effectively. This paper presents Cronus that provides useful feedback on a student concept map similar to manual assessment by comparing it with an instructor concept map. The feedback includes identifying misconceptions, finding concepts, links, and branches that are (partially) matched or missed from a student concept map, generating summary statistics based on the feedback, and suggesting a grade of the map using predefined criteria (by the instructor) on the summary stats. Cronus is evaluated on a dataset of 74 student concept maps collected as homework assignments in an undergraduate (senior-level) course on introductory computer security. The evaluation results show that Cronus can provide accurate feedback on student concept maps compared to the manual evaluation of the maps and automatically suggest their correct grades.

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Assisting students’ writing with computer-based concept map feedback: A validation study of the CohViz feedback system

Cited by 13 publications

References 48 publications

Learning by explaining orally or in written form? Text complexity matters

Learning by explaining orally or in written form? Text complexity matters

Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations.

Cronus: An Automated Feedback Tool for Concept Maps

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