Design and development of semi-automatic concept map authoring support tool

Abstract

This research, to design and develop a concept map authoring support tool, adopts a semi-automatic concept mapping approach to help teachers create concept maps from English readings. A concept map is widely regarded as a useful teaching and learning tool. It offers many potential advantages apart from representing the students’ knowledge and understanding during learning. Students’ engagement in using and creating concept maps with a computer-enabled concept mapping tool raises concept maps’ potential benefits. It contributes to the learning process and improves the students’ meaningful learning. The Kit-Build concept map framework, which incorporates a technology-enabled concept mapping tool, uses concept map recomposition as its essential learning activity. In learning with Kit-Build, teachers compose concept maps that they want the students to achieve. The teachers’ maps are then decomposed into components from which the students recompose and reflect deeply on their understanding. The difference between teacher’s and students’ concept maps depicts the gap between teachers’ expected understanding and students’ actual understanding. Hence, the teachers’ concept map becomes an essential part of learning with Kit-Build. For some teachers, creating a good concept map for learning is difficult and time-consuming. Hence, support to improve teachers’ productivity in creating concept maps is essential. The findings suggest that the support tool yields better concept mapping efficiency while maintaining concept maps of similar quality. Teachers also found that the support tool was useful. Therefore, semi-automatic concept mapping with the supported Kit-Build concept map authoring tool has been shown to be a better approach.

Improving Assessment and Evaluation Strategies on Online Learning

“…KB provides a kit decomposed from the teacher's map to be reconstructed by students to comprehend the teacher's comprehension. The kit is an essential component of the KB system (Hirashima et al 2015;Pailai et al 2017;Pinandito et al 2021), allowing individuals to build their own concept of the knowledge goal. In particular, kits' use helps learners retain and recall previously obtained information better than the open-ended strategy (Alkhateeb et al 2016).…”

Conceptual Representation of the Source-Code to Support the Learning of Object-Oriented Programming Concepts

“…In addition to promoting meaningful learning for students, using concept maps in learning could potentially improve students' interests and learning achievements better than traditional expository learning [20,21]. Despite prior studies indicating several challenges and limitations in utilizing concept maps in academic practices for both teacher and student [22,23], concept maps can be accepted as an alternative method for learning [24].…”

Learning Path Optimization based on Multi-Attribute Matching and Variable Length Continuous Representation

“…The relation can be captured by a knowledge model, such as knowledge map [13,14], knowledge graph [15,16], or concept map [17], etc. The model can either be built from the experts' experience [18] or via educational data mining technology [19]. Many methods are explored to construct a learning path that satisfies the learner's needs and the constraints of knowledge model.…”