An article from joint research project between the members of Digital Library and Distance Learning (DL2) Lab, Faculty of Computer Science Universitas Indonesia and Learning Engineering Lab, Hiroshima University has been published in Cogent Education. This journal is one of Taylor and Francis' journals that publishes works on educational technologies and learning science. This article is published under its curriculum and teaching studies section.
Title
Exploring the learning effect on serial concept mapping with expert map sharing approach
Authors
- Rian Fitriansyah (Graduate School of Advanced Science and Engineering, Hiroshima University)
- Harry Budi Santoso (Faculty of Computer Science, Universitas Indonesia)
- Baginda Anggun Nan Cenka (Faculty of Computer Science, Universitas Indonesia)
- Lia Sadita (Research Center for Data and Information Sciences, National Research and Innovation Agency/BRIN)
- Syifa Nurhayati (Faculty of Computer Science, Universitas Indonesia)
- Yusuke Hayashi (Graduate School of Advanced Science and Engineering, Hiroshima University)
- Tsukasa Hirashima (Graduate School of Advanced Science and Engineering, Hiroshima University)
Abstract
This study explores the effectiveness of two concept mapping methods – re-composition and scratch-building – within a serial concept mapping framework enhanced by expert map sharing. Serial concept mapping integrates maps from consecutive classes into a cumulative structure, facilitating incremental knowledge development. Expert map sharing involves providing teacher-created maps representing a well-structured understanding of lecture content, shared after students create their own maps to reinforce comprehension. A comparative experiment was conducted over three weeks in six human–computer interaction (HCI) classes, involving 158 participants: three classes using the re-composition method (𝑛=56) and three using the scratch-building method (𝑛=102). The re-composition method provided predefined concepts and links extracted from the expert map, supporting alignment with learning objectives and reducing cognitive load. In contrast, the scratch-building method allowed for free map creation, fostering creativity but risking conceptual misalignment. While both groups showed comparable progress during weekly activities, result suggest that the re-composition method may enable better knowledge organization, as evidenced by statistically significant improvements in both overall scores (𝑝=0.03) and higher-order thinking (HOT) performance (𝑝=0.001) on summative tests, particularly for map-based content. These findings highlight the potential of re-composition method, combined with expert map sharing, as a promising approach for enhancing learning outcomes in serial concept mapping.
Impact Statement - This research demonstrates that integrating re-composition methods with expert map sharing has the potential to significantly improve knowledge organization in human–computer interaction courses. The findings suggest practical applications for instructional design, where structured concept mapping strategies can foster deep learning. By highlighting the effectiveness of this approach, the study provides educators with evidence-based tools to enhance learning outcomes, and inform broader pedagogical practices.
Link/DOI
https://doi.org/10.1080/2331186X.2025.2563161