Abstract
The concept map (CM) has been adopted to improve teaching effects because it can effectively reduce the bad effects of e-learning, such as disorientation and cognition load, and keep aware of their knowledge learning path. But adaptive learning systems (ALS) which integrated the CM perform well in extracting and managing the tacit knowledge in a static way which haven’t made full use of the concept map. We introduce a variant of the CM, the colored concept map (CCM), which can help learners track their learning condition and path in a dynamic way in order to get a good performance under effective self-monitoring. In order to serve better adaptive learning experience for learners, the prototype of the visualization learning system based on the CCM (VLS-CCM) is developed. The data analysis of the pilot study showed that the VLS-CCM improved learners’ performance in a more effective way than the traditional CM-based ALS did.
The research work is supported by MOE Foundation for Youth (NO. ECA090443) under National Education Sciences Planning.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Astleitner, H., Leutner, D.: Learning strategies for unstructured hypermedia—A framework for theory, research, and practice. Journal of Educational Computing Research 13(4), 387–400 (1995)
Huberman, B.A., Romero, D.M., Wu, F.: Social networks that matter: Twitter under the microscope. First Monday 14(1), 8 (2009)
Carr, N.: The Shallows: What the Internet Is Doing to Our Brains. W.W. Norton (2011)
Novak, J.D., Gowin, D.B.: Learning how to learn. Cambridge University Press, New York (1984)
Novak, J.D., Cañas, A.J.: The theory underlying concept maps and how to construct and use them. Florida Institute for Human and Machine Cognition Pensacola Fl, www.ihmc.us [ http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm ]
Anohina, A., Lavendelis, E., Grundspenkis, J.: The Concept Map-Based Knowledge As-sessment System with Reduction of Task Difficulty. In: Information Systems Development: Challenges in Practice, Theory and Education, vol. 1, 2, pp. 853–865 (2009)
Molina-Ortiz, F., Medina-Medina, N., García-Cabrera, L.: Aplying a Semantic Hypermedia Model to Adaptive Concept Maps in Education. In: Moreno Díaz, R., Pichler, F., Quesada Arencibia, A. (eds.) EUROCAST 2007. LNCS, vol. 4739, pp. 384–391. Springer, Heidelberg (2007)
Chen, C.M., Peng, C.J.: Personalized e-learning system based on ontology-based concept map generation scheme. In: Proceedings of the 7th IEEE International Conference on Advanced Learning Technologies, pp. 634–636 (2007)
Cañas, A.J., Carff, R., Hill, G., Carvalho, M., Arguedas, M., Eskridge, T.C., Lott, J., Carvajal, R.: Concept Maps: Integrating Knowledge and Information Visualization. In: Tergan, S.-O., Keller, T. (eds.) Knowledge and Information Visualization. LNCS, vol. 3426, pp. 205–219. Springer, Heidelberg (2005)
Molina-Ortiz, F., Medina-Medina, N., García-Cabrera, L.: Aplying a Semantic Hypermedia Model to Adaptive Concept Maps in Education. In: Moreno Díaz, R., Pichler, F., Quesada Arencibia, A. (eds.) EUROCAST 2007. LNCS, vol. 4739, pp. 384–391. Springer, Heidelberg (2007)
Chu, K.K., Lee, C.I., Tsai, R.S.: Ontology technology to assist learners’ navigation in the concept map learning system. Expert Systems with Applications 38(9), 11293–11299 (2011)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Xu, N., Zhao, G., Chen, H., Pei, L. (2012). The Colored Concept Map and Its Application in Learning Assistance Program. In: Cheung, S.K.S., Fong, J., Kwok, LF., Li, K., Kwan, R. (eds) Hybrid Learning. ICHL 2012. Lecture Notes in Computer Science, vol 7411. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-32018-7_19
Download citation
DOI: https://doi.org/10.1007/978-3-642-32018-7_19
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-32017-0
Online ISBN: 978-3-642-32018-7
eBook Packages: Computer ScienceComputer Science (R0)