Didik Dwi Prasetya, Aryo Pinandito, Yusuke Hayashi, Tsukasa Hirashima
Extension concept mapping extends an existing original map by linking it to a new additional map. This technique encourages learners to review and improve their knowledge structure. Previous studies have demonstrated the difference of knowledge structure achievements between the original and additional maps in the Extended Scratch-Build (ESB) and Extended Kit-Build (EKB) approaches. However, no information has been provided related to the extent of the tightness between the concept maps. The tight interconnectedness of knowledge structures represents expertise and depth of personal knowledge. This study investigated the effect of different concept mapping tools on the student's ability to connect concept maps. Fifty-five second-year university students participated and were divided into two groups: the control group utilized the ESB map, and the experimental group used the EKB map. Extension Relationships (ER) scores were used to confirm that learners could associate prior existing with new concept maps. ER is a particular link that tightly interconnected the previous original map with the additional map. ER scores evaluate both the quantity and quality of relations that the learners have made. The statistical analysis results emphasized that the experimental group outperformed the control group regarding the number and quality of ER scores. © 2021 29th International Conference on Computers in Education Conference, ICCE 2021 - Proceedings. All rights reserved
Department of Information Engineering, Hiroshima University, Japan; Department of Electrical Engineering, Universitas Negeri Malang, Indonesia; Information System Department, Universitas Brawijaya, Indonesia
