Effectiveness of Concept Maps in Learning From
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View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Texas A&M Repository EFFECTIVENESS OF CONCEPT MAPS IN LEARNING FROM A COMPUTER-BASED INSTRUCTIONAL VIDEO RESOURCE A Dissertation by OMER FARUK VURAL Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2010 Major Subject: Educational Psychology EFFECTIVENESS OF CONCEPT MAPS IN LEARNING FROM A COMPUTER-BASED INSTRUCTIONAL VIDEO RESOURCE A Dissertation by OMER FARUK VURAL Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Ronald D. Zellner Committee Members, Michael J. Ash Robin A. Rackley Victor L. Willson Head of Department, Victor L. Willson December 2010 Major Subject: Educational Psychology iii ABSTRACT Effectiveness of Concept Maps in Learning from a Computer-Based Instructional Video Resource. (December 2010) Omer Faruk Vural, B.S., Orta Dogu Teknik University; M.S., Syracuse University Chair of Advisory Committee: Dr. Ronald D. Zellner The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based video learning. The students’ attitudes toward the use of the concept mapping and computer-based instruction in general were also investigated. The study was performed using the entire enrollment of the junior level undergraduate course (n = 65) Developmental Psychology for Educators (EPSY-320) class, the spring semester of 2010 at Texas A&M University. Using experimental research design, the relationship between student achievements and learning tools was observed. The convenience sampling method was used to assign the students randomly to two treatment groups. The study built on previous research findings on the instructional use of video and concept mapping. It focused on the relative influence of expert-generated versus learner- generated concept maps on student achievement during computer-based video instruction. iv Results indicated that there were no significant differences among achievements of students who used either learner-generated concept maps or expert-generated concept maps in the study. However, the expert-generated concept mapping group spent significantly less time than the learner-generated concept mapping group interacting with the instructional tool. The findings revealed that concept map scores mediated the relationships between the numbers of clicks on the video player control, time spent creating concept maps, and time spent on all interaction and student achievement. Although the variables - the number of clicks on the video player control, time spent creating concept maps, and time spent on all interactions - did not have a direct effect on student achievement, they affected the concept map scores, which in turn affected student achievement. The three variables - perceived usefulness, ease of use, and attitude toward use - were used to define the attitude of the students toward the instructional tool. The results showed that the attitude of the expert-generated group toward the instructional tool was significantly higher than the learner-generated group. Also, on average, the expert- generated concept mapping group expressed neutral feelings on using the instructional tool to improve their learning performance. Alternatively, the learner-generated group did not appreciate the value of this tool. Both groups reported neutral views about the ease of use of the instructional tool. In conclusion, concept mapping might enhance cognitive learning after the basic skills are acquired and the learners become competent concept mappers. During the creation of concept maps, cognitive load might hinder student learning; therefore, v students must be well trained before starting to use the learning tool. Moreover, concept map scores might be used as student grades in video-based learning. vi DEDICATION This dissertation is dedicated to my parents, who always supported me while I reached my goal, my wonderful wife, Selma Vural, my precious treasure of my life, my loving daughter, Zeynep Ecrin Vural, and my siblings and their families. vii ACKNOWLEDGEMENTS I would like to thank my committee chair, Dr. Ronald Zellner, for giving me the chance to work with him, for supporting me with his great ideas, and for his guidance throughout my graduate career. I want to extend my sincere gratefulness to the members of my dissertation committee, Dr. Victor L. Willson, Dr. Michael J. Ash, and Dr. Robin A. Rackley, who have generously given their time and competence to better my work. I thank them for their contribution and their helpful support. I also want to extend my gratitude to Dr. Joyce Juntune who allowed me to use the instructional tool and collect the data from her class and students who were willing to participate in the study. I also would like to thank Dr. Luana Zellner, who is wife of Dr. Ronald Zellner. She agreed to narrate the text to audio and allowed using it in the instructional video. Thanks also my friends, colleagues, faculty, and staff for making my time at Texas A&M University a great experience. I will never forget the help of Paola Perez Guarda and Christina Marie Shimek who provided me with encouragement and writing support. Finally, heartfelt thanks to my parents, and siblings and their families for their support and encouragement. I could not have accomplished the completion of this dissertation without my adorable wife, Selma. viii NOMENCLATURE CI Confidence Interval CMS Course Management Systems EPSY-320 Development Psychology for Educators MANOVA Multivariate Analysis of Variance ANOVA Analysis of Variance TAM Technology Acceptance Model ix TABLE OF CONTENTS Page ABSTRACT ..................................................................................................................... iii DEDICATION .................................................................................................................. vi ACKNOWLEDGEMENTS .............................................................................................vii NOMENCLATURE ....................................................................................................... viii TABLE OF CONTENTS .................................................................................................. ix LIST OF FIGURES ........................................................................................................ xiii LIST OF TABLES ........................................................................................................... xv CHAPTER I INTRODUCTION ........................................................................................ 1 Concept Mapping ........................................................................................................... 2 Video-Based Instruction ................................................................................................. 3 Statement of the Problem ............................................................................................... 4 Purpose of the Study ...................................................................................................... 5 Assumptions ................................................................................................................... 7 Significance of the Study ............................................................................................... 7 Definition of Terms ........................................................................................................ 9 CHAPTER II LITERATURE REVIEW .......................................................................... 13 Video-Based Learning .................................................................................................. 13 Attributes of Video Materials ............................................................................... 13 Analog Versus Digital Video ............................................................................... 16 Video-Based Learning in Online Education ........................................................ 18 Integrating Video Viewing with Learning Activities ........................................... 18 Concept Mapping ......................................................................................................... 21 Ausubel’s Meaningful Learning Theory .............................................................. 23 Use of Concept Mapping in Education ........................................................................ 27 Concept Map as an Evaluation Tool .................................................................... 28 Evaluating Concept Maps .................................................................................... 30 Paper Versus Computer-Based Concept Maps .................................................... 32 Dynamics of Map Generation ...................................................................................... 35 Learner-Generated Concept Maps........................................................................ 35 Expert-Generated Concept Mapping .................................................................... 37 x Page Expert Versus Learner-Generated Concept Maps ................................................ 37 Conclusion ...................................................................................................................