This study explores the effects of integrated concept maps and classroom polling systems on students’ learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, inclass quizzes, attentional behavior analysis, and a 20-minute structured interview we...

Concept maps are found to be useful in eliciting knowledge, meaningful learning, evaluation of understanding and in studying the nature of changes taking place during cognitive development, particularly in the classroom. Several experts have claimed the effectiveness of this tool for learning science. We agree with the claim, but the effectiveness will improve only if we gradually introduce a c...

We are interested in evaluating interactive retrieval systems from the user's perspective. In this paper, we introduce several user studies evaluating the cognitive change in users' knowledge by using concept maps. We also propose a platform for user studies, including analysis tools, task descriptions, evaluation tools, and data sets.

Problem solving has been increasingly used as an important approach to learning especially in ill-structured domains. It is assumed that knowledge can be better consolidated and extended through problem-solving experience. However, many learners do not have the ability to separate general knowledge from specific cases, which inhibits successful transfer of knowledge to new situations. This stud...

Constructing a Concept Map (CMap) is not an easy and straight forward process even for a seasoned CMapper. In order to get a better understanding of the specific challenges that CMap creators experience we collected subjective reports of difficulties that novice CMappers experienced during construction of their first map and what they perceived to be the advantages of this form of representatio...

In this paper we present a methodology for creating concept map exercises for students. Concept mapping is a common pedagogical exercise in which students generate a graphical model of some domain. Our method automatically extracts knowledge representations from a textbook and uses them to generate concept maps. The purpose of the study is to generate and evaluate these concept maps according t...

We have been using the concept map of the domain, enhanced with pedagogical concepts called learning objectives, as the overlay student model in our intelligent tutors for programming. The resulting student model is finegrained, and has several advantages: (1) it facilitates better adaptation during problem generation; (2) it makes it possible for the tutor to automatically vary the level of lo...

BACKGROUND Both construction and psychometric characteristics of a self-concept scale associated with observable behaviors by students and teacher, useful to guide a pedagogic intervention in the classroom are presented. METHOD A total of 1,385 primary school students, aged between 8 and 12 years, from 24 high-social vulnerability schools of the Province of Concepción, Chile, participated in ...

We describe the concept and a first prototype of a digital replacement for teacher in class. While earlier work on intelligent pedagogical agents has focused on the development of a generic idealized teacher agent, our focus lies on modeling the identity of a specific teacher, called a “classroom proxy.” We evaluate the concept of a classroom proxy in an exploratory case study and discuss the b...

Objectives: The aim of present study was to determine the effectiveness of conceptual map training method on the achievement of social-economic skill course in male students with intellectual disability. Methods: This study was semi-experimental and 34 male students with intellectual disability who were educating in 3rd grade at pre-professional level in high school selected randomly from Ta...