Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/98177
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Type: Conference paper
Title: Task-adapted concept map scaffolding to support quizzes in an online environment
Author: Atapattu, T.
Falkner, K.E.
Falkner, N.
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
Issue Date: 2015
ISBN: 9781450334402
ISSN: 1942-647X
Conference Name: 20th Annual Conference on Innovation and Technology in Computer Science Education (04 Jul 2015 - 08 Jul 2015 : Vilnius, Lithuania)
Statement of
Responsibility: 
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).
RMID: 0030041270
DOI: 10.1145/2729094.2742634
Appears in Collections:Computer Science publications

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