Technology type, collaboration level, and intervention duration show no significant differences in concept-mapping effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pencil-and-paper vs. digitalized maps, individual vs. collaborative construction, and intervention duration did not significantly moderate effects. → Dimitris Anastasiou · Clare Nangsin Wirngo · Pantelis Bagos 2024

Evidence¶

Dimitris Anastasiou · Clare Nangsin Wirngo · Pantelis Bagos 2024¶

Dimitris Anastasiou · Clare Nangsin Wirngo · Pantelis Bagos. (2024). The Effectiveness of Concept Maps on Students' Achievement in Science: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09877-y

q3 · i? · quant-synthesis · r2

Moderator analyses reported as non-significant with detailed data not shown in the article; no effect sizes or test statistics are printed for these moderators.

"various features of studies such as technology (pencil-and-paper vs. digitalized), learning environment (individual vs. collaborative vs. mixed or not clearly defined), and duration of intervention did not have significant differences (data not shown in Table 2)"

Discussion¶

Related Claims¶

• Self-constructed collaborative concept maps trigger more deep exploratory talk and less non-dialogic talk than completing or sorting maps, which yield mostly superficial exploratory talk — related
• Self-constructing a complete concept map produces better delayed recall than completing, sorting a map, or writing a summary, with the largest effect in the I+C structure — reports the opposite
• No evidence for a mapping between representational format and enhancement of a specific kind of understanding — related
• An individual-then-collaborative activity structure (I+C) yields better delayed recall than collaborative-then-individual (C+I) and fully individual (I) structures — reports the opposite
• An ICAP theory article reports, second-hand and without describing the design, a study in which concept mapping with a peer enhanced learning more than concept mapping alone — reports the opposite