Knowledge Maps: an Online Tool for Knowledge Mapping with Automated Feedback
Concept and knowledge maps have been shown to improve students’ learning by emphasising meaningful relationships between phenomena. A user-friendly online tool that enables assessment of students’ maps with automated feedback might therefore have significant benefits for learning. For that purpose, we developed an online software platform known as Knowledge Maps. Two pilot studies were performed to evaluate the usability and efficacy of Knowledge Maps. Study A demonstrated significantly improved perceptions of learning after using Knowledge Maps to learn pathology. Study B showed significant improvement between pre-test and post-test scores in an anatomy course. These preliminary studies indicate that this software is readily accepted and may have potential benefits for learning.
KeywordsConcept maps Knowledge maps Medical education eLearning Assessment Feedback Teaching and learning strategies
deep venous thrombosis and pulmonary embolism
ischaemic heart disease
The development of Knowledge Maps was supported by a University of New South Wales Learning and Teaching Development Grant.
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
These studies were approved by the University of New South Wales Human Research Ethics Committee (no. HC15114).
Information about the trials was supplied to all participants and they were informed that non-participation would have no effect on academic standing. Consent was implied based on complete participation by students.
- 1.Jacobs HH. The growing need for interdisciplinary curriculum content. In: Jacobs HH, editor. Interdisciplinary curriculum: design and implementation. Alexandria: Association for Supervision and Curriculum Development; 1989. p. 1–11.Google Scholar
- 2.Novak JD, Canas AJ. The theory underlying concept maps and how to construct and use them 2008. 2013 [cited 2013. Available from: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf.
- 5.Daley BJ, Shaw CA, Balistrieri T, Glasenapp K, Piacentine L. Concept maps: a strategy to teach and evaluate critical thinking. J Nurs Educ. 1999;38(1):42–7.Google Scholar
- 10.Te'eni D, Carey JM, Zhang P. Human-computer interaction: Developing Effective Organizational Information Systems. Wiley; 2005.Google Scholar
- 13.Cañas AJ, Hill G, Carff R, Suri N, Lott J, Eskridge T, et al., editors. CmapTools: a knowledge modeling and sharing environment. Concept maps: theory, methodology, Technology proceedings of the first international conference on concept mapping; 2004.Google Scholar
- 15.Gouli E, Gogoulou A, Papanikolaou K, Grigoriadou M, editors. COMPASS: an adaptive web-based concept map assessment tool. Pamplona: International Conference on Concept Mapping; 2004.Google Scholar
- 22.Kirschner PA, Martens RL, Strijbos J-W. CSCL in higher education?: a framework for designing multiple collaborative environments. In: Jan-Willem S, Paul AK, Rob LM, Pierre D, editors. What we know about CSCL and implementing it in higher education. Kluwer Academic Publishers; 2004. p. 3–30.Google Scholar
- 23.Nielsen J. Usability engineering. Elsevier; 1994.Google Scholar