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Assignment Seven: Research on Visual and Media Literacy

Concept Maps in the Classroom

Jennifer Norton

Department of Education Technology and Foundations, University of West Georgia

MEDT 7490: Visual and Media Literacy for Teaching and Learning

Dr. Adriana D’Alba

November 13, 2022

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Article I: Concept Maps in the Classroom: A New Approach to Reveal Students’

Conceptual Change

Authors: Daniela Sellman, Anne K. Liefländer, Franz X. Bogner

In this study, researchers used concept maps prior to and after instruction on climate

change. The purpose of the pre-maps was to determine students’ prior knowledge and beliefs.

The purpose of the post-maps was to reveal any conceptual changes after students participated in

the instruction. Due to the complexity of concept maps, a full analysis of the maps is difficult and

the researchers sought to create an efficient way to analyze students’ concept maps.

Summary of the review of literature:

The researchers referenced studies that showed that concepts were mainly used for

instruction but mentioned an article that said it may be possible to use concept maps to assess

students. Since concept maps and conceptual change has been rigorously studied in science

education research, the researchers were hoping to prove the change in pre and post maps while

also creating a way for teachers to quickly analyze these conceptual changes in concept maps.

Analysis of methodology:

A total of ninety-five high-achieving German high school students that lived within

100km of the class participated in this survey. There was a control group of twenty-nine students

that completed their concept maps without participating in the instructional class. Students were

asked to create a concept map about climate change prior to taking a two-day course on climate

change. They received a ten-minute introduction to concept maps since students were unfamiliar

with them. The students created their concept maps with pencil and paper and then digitized

them for a final version. After being taught about climate change in a two-day course, students
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were asked to create a concept map on climate change again. The pre and post maps were

analyzed by counting the number of concepts and propositions used in the map. The propositions

were also checked for accuracy.

Summary of results:

The total number of concepts and propositions used in the pre and post maps did not

differ significantly; however, the sum scores (for accuracy) changed significantly. Students were

more accurate in the post maps. There were no significant changes in the control group. The

researchers also found that the difference in pre and post sum scores were valid predictors for

conceptual change and teachers could use this technique to efficiently analyze and grade concept

maps.

Opinion about the research:

I found it interesting that only high-achieving students were used for this study.

Considering this study was about using concept maps to assess conceptual changes and growth,

it would have been better to have a more varied sample set. Saying that this method works is not

entirely true. It should come with an asterisk that this method works for high-achieving students.

What I learned from the study:

It is possible to show student growth via pre and post concept maps. Concept maps are

also a great way to quickly see students’ preconceived notions and foundations of knowledge.

While concept maps are intricate, there is a method for quickly analyzing pre and post maps to

assess students.
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Article II: “Games are made for fun”: Lessons on the effects of concept maps

in the classroom use of computer games

Authors: Dennis Charsky, William Ressler

Students used a game, Civilization III, in their Advanced Global Studies class to learn

about civilizations and how the world came to be as it is today. The classes were split into three

groups: one that used a pre-generated concept map, one that was asked to make their own, and

one that did not make a concept map at all. The goal was to study the effect that concept maps

have on student motivation.

Summary of the review of literature:

Many of the provided research articles were about how games and simulations can

increase retention and understanding of educational topics. Regarding concept maps, the articles

referenced studies that prove that concepts maps can help students identify main topics and ideas

and how they are connected. The researchers also reference articles that show concept maps

enhance student satisfaction and self-efficacy.

Analysis of methodology:

The participants were ninth grade students in northern Colorado in an honors level

Advanced Global Studies course. The course had a total of 82 students but only 72 participated

in the study. Students played Civilization III and studied topics that related to the creation of

global civilizations. The students were divided into three groups. There was a group that used a

concept map framework created by an expert. Another group created their own concept map. The

last group did not create a concept map. To measure the students’ motivation, the researchers
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adapted a scale based on John Keller’s Instructional Materials Motivation Scale. Each student in

each group was asked to fill out the scale independently.

Summary of results:

Introducing concept maps (regardless of expert or student created) significantly decreased

student learning and motivation. Students were also less satisfied with the lesson than those who

did not have to create a concept map. Students required to map a concept map were unable to

finish the game and therefore left class feeling rushed and dissatisfied.

Opinion about the research:

They researched many aspects of student learning (motivation, attention, satisfaction, and

confidence) that many forget about. While these qualities are hard to quantify, they are valid and

important factors in a student’s education. I appreciated the control group because this meant

people cannot blame the results on the game/simulation. I would have liked to see a larger

sample size but I understand that this was an opportunity sample.

What I learned from the study:

While there are merits to concept maps, not every situation or learning experience needs

a concept map. When using games and simulations to teach, concept maps cause students to rush

and feel less motivated to complete the simulation or game. Because of this, the knowledge and

motivation were severely decreased. I guess it’s true that, sometimes, less is more.
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Article III: Effects on learning of multimedia animation combined with

multidimensional concept maps

Authors: Chei-Chang Chiou, Li-Chu Tien, Li-Tze Lee

The goal of the research was to see if adding multimedia animation to concept maps

would increase learning achievement, student satisfaction, and retention. Studies show that

concept maps and multimedia increase learning separately but the researchers were interested to

see if the two could be combined for a greater impact.

Summary of the review of literature:

Referencing Mayer’s cognitive theory for multimedia learning and dual-coding, they

hypothesized that adding animations and auditory files to concept maps would increase the

effectiveness of learning materials.

Analysis of methodology:

Students in a Financial Accounting class at a private university in Taiwan were divided

into two classes. Over a six-week period, the first class was instructed Multidimensional Concept

Maps (MCMs) while the second class used multimedia animation and multidimensional concept

maps (MAMCMs). A total of 114 students were in the study. Students in both classes were

assessed with 25 multiple-choice question pre and post-tests. Students were also asked to fill out

a questionnaire regarding their satisfaction with what they learned.

Summary of results:

Students in the class that used multimedia animation and multidimensional concept maps

scored 11.5 points higher than those in the class that used multidimensional concept maps. The
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students in the MAMCM class were significantly more satisfied with their learning experience

than their peers in the MCM class.

Opinion about the research:

I appreciate the images in the article that compare the instruction in the two classes.

Seeing the multimedia additions to the concept maps makes it easier to understand how students

would learn better from them. Because the students in each class are different, the researchers did

a pre-test to get a baseline value of how well the students already knew the material. This

information was helpful when completing the final analysis and yielded more accurate results.

What I learned from the study:

Combining multimedia with concept maps helps increase student understanding and

satisfaction. In the previous study, combining concept maps with games/simulations led to a

decrease but adding multimedia is actually helpful.

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References
Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept

maps in the classroom use of computer games. Computers & Education, 56(3), 604–615.

https://doi.org/10.1016/j.compedu.2010.10.001

Chiou, C.-C., Tien, L.-C., & Lee, L.-T. (2015). Effects on learning of multimedia animation

combined with multidimensional concept maps. Computers & Education, 80, 211–223.

https://doi.org/10.1016/j.compedu.2014.09.002

Sellmann, D., Liefländer, A. K., & Bogner, F. X. (2015). Concept Maps in the Classroom: A New

Approach to Reveal Students’ Conceptual Change. Journal of Educational

Research, 108(3), 250–257. https://doi.org/10.1080/00220671.2014.896315