Systematically reviewing the potential of concept mapping technologies to promote self-regulated learning in primary and secondary science education

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  • Matt P. Stevenson
  • ,
  • Rikke Hartmeyer
  • ,
  • Peter Bentsen, Steno Diabet Ctr, Hlth Promot Res

We systematically searched five databases to assess the potential of concept mapping based technologies to promote self -regulated learning in science education. Our search uncovered 17 relevant studies that investigated seven different types of learning technologies. We performed a narrative analysis assessing how each technology affects self regulated learning through cognitive, metacognitive, and motivation strategies, according to Schraw et al. (2006)'s model. We suggest concept mapping technologies may affect self-regulated learning through enhancing these strategies to varying degrees. Computer software was particularly useful for developing cognitive strategies through ease of use. Teaching agents were particularly useful for developing metacognitive strategies by coupling visualisation of knowledge patterns with performance monitoring, aided by a teaching metaphor. Finally, mobile devices and teaching agents were most effective in enhancing motivation. Effects on knowledge gains remain unclear due to small sample sizes. (C) 2017 Elsevier Ltd. All rights reserved.

Original languageEnglish
JournalEducational Research Review
Volume21
IssueJuni
Pages (from-to)1-16
Number of pages16
ISSN1747-938X
DOIs
Publication statusPublished - Jun 2017

    Research areas

  • Learning technology, Learning strategy, Metacognition, Motivation, Self-regulation, CONCEPT MAP APPROACH, STUDENTS, PERCEPTIONS, ENVIRONMENTS, EFFICACY, COURSES, SYSTEM, METACOGNITION, SATISFACTION, METAANALYSIS

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