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THE INFLUENCE OF GRAPHICAL OR TEXTUAL REPRESENTATIONS ON TEAM CONCEPT MAP FORM: FURTHER VALIDATION OF A MEASURE OF KNOWLEDGE STRUCTURE

Clariana, Roy B. and Engelmann, Tanja and Kozlov, Michail THE INFLUENCE OF GRAPHICAL OR TEXTUAL REPRESENTATIONS ON TEAM CONCEPT MAP FORM: FURTHER VALIDATION OF A MEASURE OF KNOWLEDGE STRUCTURE.

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Abstract

This descriptive investigation seeks to extend our application of graph theoretical measures of knowledge structure (KS) by considering the question: How do graphical versus textual lesson materials influence team concept map form? To answer this, 80 team concept maps on a woodland infestation from two previous studies were reanalyzed using innovative node degree similarity measures. Lesson materials were either graphical (partial maps in a hidden profiles paradigm) or textual (propositional statements that compose those partial maps). Triads working online at a distance used the lesson materials to create a team concept map with or without awareness of the other triad members’ knowledge information. As expected, the team maps derived from the graphical materials were far more like the expert and solution benchmark maps relative to the textual team maps. Also, the graphical condition led to more similar team maps (team convergence of about 51% and 55% overlap) relative to the textual condition (27% and 49% overlap). These results align with expectations and thus further validate this technology-based approach for measuring knowledge structure in lesson artifacts in order to better understand the mediating influence of lesson tasks on learning processes and outcomes.

Item Type: Article
Subjects: UNSPECIFIED
Divisions: UNSPECIFIED
Depositing User: Claudia Martínez
Date Deposited: 12 Oct 2018 10:27
Last Modified: 12 Oct 2018 10:27
URI: http://eprint.ihmc.us/id/eprint/539

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