43 Years Later, Concept and Knowledge Maps Still Facilitate Learning

• In Event: Systematic Reviews and Meta-Analyses in Theory and Practice

Abstract

Concept and knowledge maps are node-link diagrams that visually represent an individual’s knowledge structures. Authors (2006) conducted a meta-analysis and found that learning with concept and knowledge maps produced a moderate effect on learning. Over the past 10 years, concept mapping research has continued to flourish. The purpose of this meta-analysis was to update Authors meta-analysis by examining relevant studies published since 2005. Our analysis consisted of 76 new independent effect sizes and the 67 effect sizes reported in the previous meta-analysis (ntotal = 11,882). Using a random-effects model, we found a mean effect size (g = .59) consistent with the findings of the original analysis. Moderator analysis indicated additional relevant findings. The implications for theory and practice are discussed.

Authors

• Noah L. Schroeder, Wright State University

• Carlos Joe Anguiano, Washington State University

• John Cale Nesbit, Simon Fraser University

• Olusola Olalekan Adesope, Washington State University