Extended concept mapping to support problem solving in a computer-based learning environment

Abstract

Concept mapping has been widely used to foster meaningful learning by graphical representation and communication of complex ideas. With a focus on conceptual understanding, traditional concept mapping is found to be inadequate in supporting complex problem-solving tasks especially in eliciting and representing the process of applying knowledge to practice. This study explored a computer-based cognitive-mapping approach that extended traditional concept mapping by visualizing a set of key elements of cognition in both problem-solving and knowledge-construction perspectives. The approach was used by medical students to elicit complex thinking and actions when working with clinical diagnostic problems in a simulated environment. It aimed to facilitate systematic thinking and meaningful reflection in solving problems and constructing knowledge from the experience. The results showed the effects of the approach in improving the problem-solving performance, although no clear effect was found on improving the subject knowledge.