Interactive Use of Kit-Build Concept Map with Media Tablets

Sugihara, Kouta; Nino, Yoshiaki; Moriyama, Shogo; Moriyama, Ryoichi; Ishida, Kouhei; Osada, Takuya; Mizuta, Youhei; Hirashima, Tsukasa; Funaoi, Hideo

doi:10.1109/wmute.2012.77

Cited by 9 publications

(4 citation statements)

References 1 publication

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“…Even all of four links are possible to appear on the diagnosis results, the diagnosis results can suggest which the most important lacking link is. Therefore, the instructor focused on the highest tagged number of the lacking links on the group-goal difference map that becomes the first priority for solving at the time (Sugihara et al, 2012). In other words, the information of the diagnosis results can indicate evidently the misunderstanding of learners for confirming or redirecting the supplementary lecture of the instructor.…”

Section: Resultsmentioning

confidence: 99%

The practical use of Kit-Build concept map on formative assessment

Pailai

Wunnasri

Yoshida

et al. 2017

RPTEL

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Formative assessment can encourage an instructor to improve learning achievements in a lecture class. The goal of formative assessment in a classroom situation is monitoring learners to provide instructor’s feedback for improving learner’s understanding as well as instructor’s expectation. A Kit-Build concept map is a digital tool for supporting a concept map strategy to represent instructor’s expectation and to assess the current understanding of learners. The Kit-Build concept map is also adequate for implementing the formative assessment in a lecture class. The proposition level exact matching between the concept map of instructor and learners can generate the diagnosis results for informing the instructor about the gaps between current learner’s understanding and the instructor’s expectation. Accordingly, the instructor can design the feedback based on the diagnosis results for improving the understanding of learners. In this paper, we propose the arrangement of the ability of the Kit-Build concept map on formative assessment in a lecture class for creating an opportunity to assess current understanding of learners as more as possible. And we present the effectiveness of the Kit-Build concept map on the closed-end approach in elementary school through three practical uses in various lecture classes, which illustrate the contribution of the Kit-Build concept map when utilized on formative assessment in the lecture class.

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Section: Resultsmentioning

confidence: 99%

The practical use of Kit-Build concept map on formative assessment

Pailai

Wunnasri

Yoshida

et al. 2017

RPTEL

Self Cite

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“…It can also be used as a formative assessment tool since it offers automatic learner map diagnosis per learner and generates an overlapped group learner map that gives insights into the aggregated learners' understanding [32]. Such aggregated comparison allows instructors to pinpoint the difficult parts of the lecture and give more accurate feedback to the learners [33]. The assessment method scores learners' concept maps by comparing each recomposed proposition to its equivalent in the expert map.…”

Section: A Concept Map and Concept Map Recompositionmentioning

confidence: 99%

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

Khudhur,

Nurmaya,

Hayashi

et al. 2023

IJIET

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Learning Object-Oriented Programming (OOP) concepts is a challenging task for novice learners. Previous research has examined the impact of either conceptual or practical knowledge on students’ comprehension of OOP; however, there is a lack of integration between these two knowledge bases. This study proposes a novel approach that integrates theoretical and practical knowledge of OOP using a concept map to create a unified cognitive diagram that reflects the educator’s understanding of the subject matter. This diagram is then used as the basis for a recomposition activity that supports student learning. An experiment is conducted in a classroom environment with 75 undergraduate grade-2 university students to investigate the effects of the proposed method. The experimental results showed that the proposed method significantly improved students’ comprehension of OOP concepts, doubling their performance compared to the conventional method from pre-test to post-test. In addition, the proposed approach has the potential for early identification of low-performing students, thus allowing educators to provide targeted support to improve their learning outcomes. The integrated cognitive diagram approach proposed in this study has practical implications for educators seeking to improve the teaching of OOP concepts and identify and support low-performing students.

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“…Therefore, it is indispensable for us to use the KB map system in a real learning context and to analyze the results as the next step of this research. We have already started to use the kit-build concept map in an elementary school in science learning practically (Sugihara, Osada, Nakata, Funaoi, and Hirashima, 2012; Sugihara et al, 2012). Through these practical uses in various learning domain, we will also investigate the generalizability of this framework.…”

Section: Preliminary Usementioning

confidence: 99%

Framework of kit-build concept map for automatic diagnosis and its preliminary use

Hirashima¹,

Yamasaki²,

Fukuda³

et al. 2015

RPTEL

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In this paper, we propose a framework of Kit-Build Concept Map (we call it as KB map) where a concept map made by a learner can be diagnosed automatically. In this research, we have divided the task to make a concept map into two sub-tasks: (1) "segmentation task" where parts of the concept map (nodes and links) are extracted from learning resources and (2) "structuring task" where the extracted parts are integrated into a map. In the framework of kit-build concept map, a learner is given a set of parts of a concept map and then re-builds the concept map by combining the given parts. In this process, the segmentation task becomes a task of recognition of the given parts and the structuring task remains as it is. The concept map should be prepared beforehand by a teacher or domain expert. We call this map "goal map." The necessary and sufficient parts (kit) are generated by decomposing the goal map. The parts are provided to learners, and then the learners are required to build concept maps (learner maps) by connecting the parts. Since the same parts are used both in the goal map and a learner map, it is possible to find defects in the learner map as the differences from the goal map. By overlaying several learners' maps, then, a group map can be generated. By comparing the group map with the goal map, differences between the goal map and the group of the learners are detected. We have also realized procedure to re-examine the goal map based on the differences between the group map and the goal map. We have already developed a system that realized the framework of the KB map. Through a preliminary use of the system, we have confirmed that the system works along with the framework of KB map. Evaluation of learning effect is our future work.

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Interactive Use of Kit-Build Concept Map with Media Tablets

Cited by 9 publications

References 1 publication

The practical use of Kit-Build concept map on formative assessment

The practical use of Kit-Build concept map on formative assessment

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

Framework of kit-build concept map for automatic diagnosis and its preliminary use

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