The effects of a concept map‐based information display in an electronic portfolio system on information processing and retention in a fifth‐grade science class covering the Earth's atmosphere

Abstract

An electronic portfolio system, designed to serve as a resource-based learning space, was tested in a fifth-grade science class. The control-group students accessed a traditional folder-based information display in the system and the experimental-group students accessed a concept map-based information display to review a science portfolio. The student-constructed science portfolio was a result of a collection of digital artefacts such as graphic images, instructional videos and textual files on terms and definitions relevant to the Earth's atmosphere. In the information-processing performance test, the experimental-group students scored significantly higher and spent much less time in finding answers to the questions presented. Also, in the 3-day delayed memory retention tests, the experimental-group students achieved significantly higher scores. The multiple regression models confirm that the visualisation variation is the most significant predictor for student performance (ie, comprehension and access time). Also, the regression models suggest that language-arts proficiency may reduce overall system access time; while higher math proficiency may predict retention scores. IntroductionThis study investigates possible merits of a concept map-based information visualisation method as a basis for the design of a web-integrated electronic portfolio system.

Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

“…She did note that, "teachers who understood reflection and metacognition and used assessmentfor learning strategies to provide quality feedback to their students were most often in the High [implementation] group" (p. 447). Finally, Kim and Olaciregui (2008) reported on a project that examined the use of a concept map-based information visualization to inform the design of a web-integrated electronic portfolio system in a 5th grade science class. This study was a design-based project with an emphasis on learning content rather than documenting student learning processes.…”

An innovative concept map approach for improving students' learning performance with an instant feedback mechanism

“…Owing to the popularity of computer technology, the use of computerised concept maps has become popular. Several previous studies have shown that the students who learned with computerised concept map systems had better learning achievements than those who learned with traditional approaches (Kim & Olaciregui, 2008). The advantages of computerised concept maps include the ease of making corrections, the flexibility of presenting content and the availability of promoting interactions among teachers and students (Liu, Chen & Chang, 2010; Reader & Hammond, 1994; Shin, Deno, Robinson & Marston, 2000).…”

When cloud computing meets with Semantic Web: A new design for e‐portfolio systems in the social media era

“…The consensus among them is that the integration of a visual‐mapping interface in knowledge‐management systems such as e‐portfolio systems may lead to a better understanding of the aggregated content in comparison to systems incorporating a traditional display method (eg, conventional tree or hierarchical folder structures for organising and presenting digital contents). As an empirical study, Kim and Olaciregui (2008)examined the effects of visualisation variations and found that the visual map‐based interface (ie, knowledge and content presentation on a visual map foundation) was superior to a conventional presentation method (eg, tree or hierarchical content organisation) in overall performance test, access time and retention. In other words, the visual map layout might have helped the user understand how multiple digital artefacts were meaningfully connected, organised and presented.…”