The Effect of Choice in Using Different Concept Map Activities on Learning and Motivation

• In Event: AERA Poster Session 12
  In Poster Session: Motivation and Cognitive Processes (San Diego)

Abstract

Research on the use of concept maps (CM) have relied on randomly assigning participants to their respective CM activities. Despite the effectiveness of learning with CMs, previous studies have yielded inconclusive results, perhaps due to students’ lack of engagement and motivation. To address that, the present study uses 2×3 factorial design to examine the effect of choice (choice vs. no-choice) and CM format (fill-in-the-blanks vs. map correction vs. map translation) on learning performance and intrinsic motivation in an undergraduate chemistry class. Results indicated a significant main effect of choice for the multiple-choice test. However, no other significant effects were obtained, indicating the conditions yielded comparable motivation outcomes. Further implications will be discussed at the conference.

Authors

• Chloe G Dydasco, Washington State University - Pullman

• Rachel Min Wong, The University of Tennessee

• Olusola Olalekan Adesope, Washington State University

• Krista Nishida, Washington State University - Pullman