Empirical evidence that concept mapping reduces neurocognitive effort during concept generation for sustainability

Hu, Mo; Shealy, Tripp; Grohs, Jacob R.; Panneton, Robin

doi:10.1016/j.jclepro.2019.117815

Cited by 34 publications

(19 citation statements)

References 65 publications

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“…With respect to the second point (ii), on sub-signals, the overall results emphasize the social and emotional dimensions as common sub-signals for all three attributes/signals. Specifically, social sustainability is more relevant than economic sustainability, consistent with previous research (de Magistris & Gracia, 2016;Stein & de Lima, 2021), and social protection is confirmed as an important driver of sustainable food consumption (Guyader et al, 2017;Hu et al, 2019;Van Loo et al, 2015). Our study confirms this by the high level of visual and cognitive attention devoted to those areas of interest representing such dimensions of sustainability.…”

Section: Discussionsupporting

confidence: 91%

How to communicate typical–local foods to improve food tourism attractiveness

Savelli

Gregory‐Smith

Murmura

et al. 2022

Psychology and Marketing

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This research focuses on the communication of typical–local foods and their consumption as a main motivation for travel experiences and driver of food tourism attractiveness. Past studies have provided an inconsistent understanding of this phenomenon and its underlying psychological processes. Others have called for research on more integrated and effective marketing communications about typical–local foods to increase destination attractiveness, help consumer decision‐making processes and reduce information asymmetry in the food tourism market. Through the application of an integrated framework under the umbrella of signaling theory, we focus on various signals (e.g., “food security,” “trusting relationships,” “emotional value”) associated with three key features of typical–local foods: sustainability, geographical indications and healthiness. We use a combination of neuroscience techniques, including the implicit priming test, eye‐tracking and electroencephalography, to investigate which signals are best at communicating typical–local foods' distinctiveness. We find that consumers/tourists perceive healthiness as typical–local foods' most engaging and attractive product feature, followed by geographical indications then sustainability. Specific signals impact people's visual attention and cognitive engagement differently, with social and emotional attributes being most appealing. Therefore, food tourism managers should focus on these attributes in their communication campaigns to increase food tourism attractiveness and enhance travel experience.

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Section: Discussionsupporting

confidence: 91%

How to communicate typical–local foods to improve food tourism attractiveness

Savelli

Gregory‐Smith

Murmura

et al. 2022

Psychology and Marketing

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“…The concept maps were used to measure the complexity of both student groups' knowledge on the subject; they found that the concept maps of the experimental group showed increased complexity while the control group did not (Wallace & Mintzes, 1990). Hu et al (2019) used neuroimaging to measure cognitive resources used during a concept mapping exercise in the context of grand challenges in sustainability. They found that subjects undertaking the concept mapping exercise generated more concepts and had lower cognitive loads than subjects undertaking a similar concept listing exercise.…”

Section: Introductionmentioning

confidence: 99%

How do undergraduate engineering students conceptualize product design? An analysis of two third‐year design courses

Miska

Mathews

Driscoll

et al. 2022

J of Engineering Edu

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Background: Engineering education traditionally emphasizes technical skills, sometimes at the cost of under-preparing graduates for the realworld engineering context. In recent decades, attempts to address this issue include increasing project-based assignments and engineering design courses in curricula; however, a skills gap between education and industry remains.Purpose/Hypothesis: This study aims to understand how undergraduate engineering students perceive product design before and after an upper-level project-based design course, as measured through concept maps. The purpose is to measure whether and how students account for the technical and nontechnical elements of design, as well as how a third-year design course influences these design perceptions.Design/Method: Concept maps about product design were collected from 105 third-year engineering students at the beginning and end of a design course. Each concept map's content and structure were quantitatively analyzed to evaluate the students' conceptual understandings and compare them across disciplines in the before and after conditions.Results: The analyses report on how student conceptions differ by discipline at the outset and how they changed after taking the course. Mechanical Engineering students showed a decrease in business-related content and an increased focus on societal content, while students in the Engineering Management and Industrial and Systems Engineering programs showed an increase in business topics, specifically market-related content. Conclusion:This study reveals how undergraduate students conceptualize product design, and specifically to what extent they consider engineering, business, and societal factors. The design courses were shown to significantly shape student conceptualizations of product design, and they did so in a way

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“…This "knowing" involves knowledge of environmental challenges and the negative impacts that these challenges exert on the environment. In addition, "knowing" involves strategies to prevent or resolve issues using that knowledge and facilitates the change in attitude that is necessary to develop strategies and find possible solutions [27,28]. "Knowing how" involves the habit of identifying environmental challenges, seeking the best solution, and acting to prevent or improve the challenging situation.…”

Section: Introductionmentioning

confidence: 99%

Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices

et al. 2019

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The aim of the present research was to uncover the opinions of future teachers about whether the formative knowledge of education for sustainability received in seminars during their practicums improved their competencies in sustainability and their values in educational teaching for their future classroom practice. The study entailed qualitative research with a thematic analysis. Semi-structured interviews comprising 14 questions, which were validated by 15 experts, were used to solicit the opinions of 52 future teachers with respect to the importance of sustainability and the development of intercultural competencies among their students. The information from the interviews was analyzed using thematic analysis on the basis of education for sustainable development (ESD). We conclude that the teachers’ practicum placements and training experiences were very positive because a lecturing pedagogical approach, taught via practical application in a school environment by an expert of recognized prestige, can be a useful resource to develop awareness of both sustainable development and its education, as well as to learn didactic strategies to apply ESD, which addresses aspects that are relevant in multicultural contexts, such as tolerance and empathy.

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Empirical evidence that concept mapping reduces neurocognitive effort during concept generation for sustainability

Cited by 34 publications

References 65 publications

How to communicate typical–local foods to improve food tourism attractiveness

How to communicate typical–local foods to improve food tourism attractiveness

How do undergraduate engineering students conceptualize product design? An analysis of two third‐year design courses

Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices

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