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|Title:||Task-adapted concept map scaffolding to support quizzes in an online environment|
|Citation:||Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, 2015 / vol.2015-June, pp.272-277|
|Publisher:||Association for Computing Machinery|
|Conference Name:||20th Annual Conference on Innovation and Technology in Computer Science Education (04 Jul 2015 - 08 Jul 2015 : Vilnius, Lithuania)|
|Thushari Atapattu, Katrina Falkner, Nickolas Falkner|
|Abstract:||This paper investigates the effect of different forms of concept maps as scaffolding techniques to support answering quizzes in an online learning environment. Concept maps which represent a course topic have being utilised as a scaffolding technique for learning the subject matters and problem solving. However, due to the typical amount of information presented in the topic concept maps, learners might feel overwhelmed, reducing their motivation and increasing the learners' disorientation. In order to overcome this issue, a study was conducted with 59 undergraduates of a Software Engineering course to measure the effect of different forms of concept maps on learning. The study obtained statistically significant results when using concept maps adapted to given quizzes (known as task-adapted concept maps). Students' reflections collected through a questionnaire were very positive towards task-adapted concept maps as a scaffolding technique.|
|Keywords:||Concept map; scaffolding; lecture slide; meaningful learning; quizzes|
|Rights:||Copyright is held by the owner/author(s).|
|Appears in Collections:||Computer Science publications|
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