Learning through computer‐based concept mapping with scaffolding aid

Abstract Concept mapping has been applied in a variety of fields, including instruction, learning, curriculum development, and assessment. Because many empirical studies have proven the validity of concept mapping, a computer‐based concept mapping system has been developed. The system provides two learning environments. In the ‘construct‐by‐self’ environment, the system provides students with the evaluation results and corresponding hints for feedback. The students construct concept maps by themselves with only the assistance of the feedback. In the ‘construct‐on‐scaffold’ environment, in addition to the feedback, the students receive an incomplete concept map, within which some nodes and links were set as blanks for the scaffold. A study comparing the effectiveness of the ‘construct‐by‐self’, ‘construct‐on‐scaffold’, and ‘construct by paper‐and‐pencil’ concept mapping showed that the ‘construct‐on‐scaffold’ had better effect for learning on biology. Both of the two computer‐based procedures are helpful for students in completing their concept maps.