Validity of Kit-Build Method for Assessment of Learner-Build Map by Comparing with Manual Methods

2019

RPTEL

Self Cite

The advancement of technology has made it possible for automated feedback to be added to learning activities such as the construction of concept maps. The addition of feedback allows learners to acquire new knowledge instead of only focusing on reviewed knowledge. The cognitive processes for acquiring new knowledge and reviewing knowledge are different, so the benefits of concept maps in past research may not apply to the acquisition of new knowledge. However, how concept map construction varies across these two aspects has not been investigated. This research starts this investigation by researching how the positioning task affects new knowledge and reviewed knowledge. The position task is the act of deciding and managing the position of the elements of the concept map. In this paper, we study the differences in new knowledge and reviewed knowledge across two closed concept map interfaces by comparing test answers. One interface, Kit-build, includes the positioning task. The other interface, Airmap, does not include it. Results suggest that the interfaces only differ in retained reviewed knowledge, having similar performance in immediate new knowledge, immediate reviewed knowledge, and retained new knowledge. Results have potential implications for the general presence of the positioning task in learning interfaces.

Section: Computer-based Concept Map Tools and Closed Concept Mapsmentioning

confidence: 98%

The effect on new knowledge and reviewed knowledge caused by the positioning task in closed concept maps

Furtado

Hirashima

2019

RPTEL

Self Cite

“…This method has the same efficiency as the original method for comprehended information in a comprehension test taken just after reading (Funaoi, Ishida, & Hirashima, 2011). The KB-map assessment method is automated, and its validity for evaluating the understanding of learners has been confirmed (Wunnasri, Pailai, Hayashi, & Hirashima, 2018). In addition to the one-on-one comparison, overlapping the learner maps as the representation of the aggregated understanding of learners is possible.…”

Section: Introductionmentioning

confidence: 96%

Improving English reading for EFL readers with reviewing kit-build concept map

Andoko

Hirashima

et al. 2020

RPTEL

Self Cite

Reading comprehension for English as foreign language (EFL) students is crucial. Available information is mostly written in English, which becomes a problem for students from non-English-speaking countries. Such students should master English first in order to understand the information. This research offers a method to improve English reading with the help of the kit-build concept map as a graphical strategy and an additional function called source connection to facilitate EFL readers in reviewing their concept maps as the representation of their understanding. In this study, an English teacher in an Indonesian university practically used this system in the English class of second-year undergraduate students as EFL readers and tested the effectiveness of it. Results confirm that students who use the kit-build concept map with the source connection function show better performance in English reading compared with those who employ the traditional summarization method.

“…KB map and assessment methods have already been practically used in classrooms in various schools, for example, in science learning in elementary schools [16], [17], geography in junior high schools [18], the learning of English as a second language [19], social science and computer science in university [20], [21]. Even KB map assessment method is an automatic assessment, it was examined the validity for eval-uating learners' understanding [22], [23]. This investigation can suggest that KB map can support learners to express their understanding suitably.…”

Section: Introductionmentioning

confidence: 99%

Reciprocal Kit-Build Concept Map: An Approach for Encouraging Pair Discussion to Share Each Other's Understanding

Wunnasri

Pailai

IEICE Trans. Inf. & Syst.

et al. 2018

Self Cite

Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called "Reciprocal KB map". In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions. key words: collaborative learning, pair discussion, Kit-Build concept map, shared understanding