How do different concept map strategies and cognitive prompts impact middle school students’ learning performance in video lectures?
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| Title: | How do different concept map strategies and cognitive prompts impact middle school students’ learning performance in video lectures? |
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| Authors: | Tan, Li-Ping1,2 (AUTHOR) tanlip543@foxmail.com, Huang, Wen-Wen2,3 (AUTHOR) 552035525@qq.com, Lang, Yue-Ru1,2 (AUTHOR) langyueru_micchelle@163.com, Gong, Shao-Ying1,2 (AUTHOR) gongsy@ccnu.edu.cn |
| Source: | European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.). Jun2026, Vol. 41 Issue 2, p1-24. 24p. |
| Abstract: | Instructional videos have been widely implemented in educational settings. This study used “chemical bonds” as learning material to test the effects of different concept map strategies and cognitive prompts on the learning performance of middle school students through instructional videos. Employing a quasi-experimental design, Experiment 1 (N = 99) examined the impact of generating different concept maps (the Novak concept maps vs. the multidimensional concept maps) during instructional video learning. Results showed that generating multidimensional concept maps could enhance the quality of concept maps and contributed to higher transfer scores compared to Novak concept maps, but simultaneously resulted in lower retention scores. Experiment 2 (N = 197) employed a 2 (concept maps: the Novak concept maps vs. the multidimensional concept maps) × 2 (cognitive prompts: with vs. without) between-subjects quasi-experimental design to test the effects of cognitive prompts when learners generated different types of concept maps. Results showed that multidimensional concept map groups scored higher on concept map quality compared to Novak concept map groups. Furthermore, Novak concept map groups demonstrated better retention than multidimensional concept map groups. Moreover, participants who generated Novak concept maps with cognitive prompts scored higher on the transfer test than those who did not receive cognitive prompts. However, providing cognitive prompts hindered learners’ transfer performance when generating multidimensional concept maps. The findings of both experiments provided empirical support for the design of concept maps in instructional video learning. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192648455 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How do different concept map strategies and cognitive prompts impact middle school students’ learning performance in video lectures? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tan%2C+Li-Ping%22">Tan, Li-Ping</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> tanlip543@foxmail.com</i><br /><searchLink fieldCode="AR" term="%22Huang%2C+Wen-Wen%22">Huang, Wen-Wen</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<i> 552035525@qq.com</i><br /><searchLink fieldCode="AR" term="%22Lang%2C+Yue-Ru%22">Lang, Yue-Ru</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> langyueru_micchelle@163.com</i><br /><searchLink fieldCode="AR" term="%22Gong%2C+Shao-Ying%22">Gong, Shao-Ying</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> gongsy@ccnu.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Psychology+of+Education+-+EJPE+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.)</searchLink>. Jun2026, Vol. 41 Issue 2, p1-24. 24p. – Name: Abstract Label: Abstract Group: Ab Data: Instructional videos have been widely implemented in educational settings. This study used “chemical bonds” as learning material to test the effects of different concept map strategies and cognitive prompts on the learning performance of middle school students through instructional videos. Employing a quasi-experimental design, Experiment 1 (N = 99) examined the impact of generating different concept maps (the Novak concept maps vs. the multidimensional concept maps) during instructional video learning. Results showed that generating multidimensional concept maps could enhance the quality of concept maps and contributed to higher transfer scores compared to Novak concept maps, but simultaneously resulted in lower retention scores. Experiment 2 (N = 197) employed a 2 (concept maps: the Novak concept maps vs. the multidimensional concept maps) × 2 (cognitive prompts: with vs. without) between-subjects quasi-experimental design to test the effects of cognitive prompts when learners generated different types of concept maps. Results showed that multidimensional concept map groups scored higher on concept map quality compared to Novak concept map groups. Furthermore, Novak concept map groups demonstrated better retention than multidimensional concept map groups. Moreover, participants who generated Novak concept maps with cognitive prompts scored higher on the transfer test than those who did not receive cognitive prompts. However, providing cognitive prompts hindered learners’ transfer performance when generating multidimensional concept maps. The findings of both experiments provided empirical support for the design of concept maps in instructional video learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10212-026-01084-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Titles: – TitleFull: How do different concept map strategies and cognitive prompts impact middle school students’ learning performance in video lectures? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tan, Li-Ping – PersonEntity: Name: NameFull: Huang, Wen-Wen – PersonEntity: Name: NameFull: Lang, Yue-Ru – PersonEntity: Name: NameFull: Gong, Shao-Ying IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 02562928 Numbering: – Type: volume Value: 41 – Type: issue Value: 2 Titles: – TitleFull: European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.) Type: main |
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