Research and applications of digital concept mapping in education: A systematic review from 2012 to 2022

• Published in: Educational Technology ＆ Society Vol. 27; no. 4; pp. 34 - 52
• Main Authors: Liu, Ziqian, Wang, Zhuo
• Format: Journal Article
• Language: English
• Published: International Forum of Educational Technology ＆ Society 01.10.2024; International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan; International Forum of Educational Technology & Society
• Subjects: digital concept map; Education, Higher; Full Length Articles; Learning strategies; research and application; Sciences education; systematic review; Teachers; Technology application; Research and application; Systematic review; Digital concept map
• ISSN: 1176-3647; 1436-4522; 1436-4522
• DOI: 10.30191/ETS.202410_27(4).RP03

Concept maps have been used widely in various subjects of K-12 and higher education for diverse purposes. Digital concept maps (DCM) provide even more benefits, such as higher efficiency, expanded canvas, and multimedia integration. The present paper sought to analyze the research and application trends and issues in DCM research and practices concerning education so that educators and researchers can gain valuable insights into pedagogical improvements, technological choices, and methodological design within diverse educational contexts. After reviewing 43 journal articles regarding DCM using the WIRE model, we found that (1) prestigious journals are likely to publish DCM studies that integrate advanced technology, creative instructional design, and measurement of innovative variables; (2) the most frequently played role of DCM was students' organization and analysis tool and teachers' presentation tool; (3) primary school educators often resort to DCM for natural science teaching, while university academics are more inclined to use DCM for social science subjects; (4) qualitative methods were underutilized and cognitive goals were still a primary focus in DCM research; (5) there is a tenuous link to pedagogical theories, coupled with a requirement for transparent and consistent reporting of study details, which may have led to mixed results in learning outcomes; (6) DCM tools should be able to support both students and teachers as well as their interactions with each other.