Creating concept maps offered a bigger benefit for learning than studying given concept maps. Structure can be measured as the so-called concept map salience (which is the degree in which related information is arranged spatially close to each other), whereas complexity is related to the number of nodes within sub-concepts. Hence the importance of calibrating both issues in the concept map that a student is able to create for a given subject.

Concept maps have positive effects on learning, but empirically documented recommendations on how concept maps should be optimally designed are rare. Concept mapping promotes meaningful learning, develop critical thinking skills, promotes meaningful learning, and facilitates student collaboration; moreover, the inherent structure of concept maps makes it possible to distribute the cognitive load across the verbal and visual channels of information processing.

F. Krieglstein, S. Schneider, M. Beege, G.D. Rey. How the design and complexity of concept maps influence cognitive learning processes. Educational Technology Research and Development, 70 (January 2022): 99-118.

https://doi.org/10.1007/s11423-022-10083-2
https://link.springer.com/article/10.1007/s11423-022-10083-2

Pablo Guerrero-Garcia

University of Malaga