{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,4]],"date-time":"2024-09-04T19:37:56Z","timestamp":1725478676347},"reference-count":38,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2011,4,28]],"date-time":"2011-04-28T00:00:00Z","timestamp":1303948800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Brit J Educational Tech"],"published-print":{"date-parts":[[2012,3]]},"abstract":"Abstract<\/jats:title>The purpose of this study was to investigate the effects of different teaching strategies (text\u2010based concept mapping vs. image\u2010based concept mapping) on the learning outcomes and cognitive processes of mobile learners. Eighty\u2010six college freshmen enrolled in the \u201cLocal Area Network Planning and Implementation\u201d course taught by the first author participated in the research. This study randomly selected one class as the experimental group and the other as the control group. Students in the experimental group used image\u2010based concept mapping to finish assigned tasks and those in the control group used text\u2010based concept mapping to complete the same tasks. Quantitative analysis combined with qualitative analysis was used to examine the learning outcomes and cognitive levels of the students, as defined by the revised Bloom's taxonomy. The results showed that (1) there was no significant difference in students' learning achievements, (2) the group using image\u2010based concept mapping showed higher level than the text\u2010based group in the dimension of understanding and creating and (3) the image\u2010based concept mapping strategy was more complete and diverse than the text\u2010based concept mapping strategy.<\/jats:p><\/jats:sec>Practitioner notes<\/jats:title>What is already known about this topic<\/jats:p>\nConcept mapping is one of the famous chart\u2010based learning strategies to enable formalization and analysis of the process of learning in science education.<\/jats:p><\/jats:list-item>\nThe dual coding predicts that if pupils are offered the same conceptual material in a concept map format, versus a more normal, non\u2010graphic format, the concept mapping approach would lead to better memorization of the material.<\/jats:p><\/jats:list-item>\nMany concept mapping studies indicated that students who study from concept maps have better learning performance in comparison to students who study isomorphic text representations.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p>What this paper adds<\/jats:p>\nThis study attempts to use image\u2010based concept mapping as a novel mobile learning teaching strategy to conquer the problems of fragmented and scattered knowledge structures in e\u2010learners.<\/jats:p><\/jats:list-item>\nThis study investigated the effects of different teaching strategies (text\u2010based concept mapping vs. image\u2010based concept mapping) on the learning outcomes of mobile learners.<\/jats:p><\/jats:list-item>\nThis study was examined the effects of different teaching strategies (text\u2010based concept mapping vs. image\u2010based concept mapping) on the cognitive processes of mobile learners.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p>Implications for practice and\/or policy<\/jats:p>\nStudents in the group using image\u2010based concept mapping performed better than the group using text\u2010based concept mapping on the cognitive level of understanding and creating.<\/jats:p><\/jats:list-item>\nLearners in the group using image\u2010based concept mapping exhibited more complete and diverse map structures than those in the group using text\u2010based concept mapping.<\/jats:p><\/jats:list-item>\nThe teaching strategy of image\u2010based concept mapping could potentially assist students in learning meaningfully in the context of mobile learning<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec>","DOI":"10.1111\/j.1467-8535.2011.01189.x","type":"journal-article","created":{"date-parts":[[2011,4,29]],"date-time":"2011-04-29T02:55:17Z","timestamp":1304045717000},"page":"307-320","source":"Crossref","is-referenced-by-count":27,"title":["The effects of image\u2010based concept mapping on the learning outcomes and cognitive processes of mobile learners"],"prefix":"10.1111","volume":"43","author":[{"given":"Jung\u2010Chuan","family":"Yen","sequence":"first","affiliation":[]},{"given":"Chun\u2010Yi","family":"Lee","sequence":"additional","affiliation":[]},{"given":"I\u2010Jung","family":"Chen","sequence":"additional","affiliation":[]}],"member":"311","published-online":{"date-parts":[[2011,4,28]]},"reference":[{"issue":"4","key":"e_1_2_7_2_1","first-page":"313","article-title":"Concept mapping with multimedia on the web","volume":"9","author":"Alpert S. 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