Exploring the learning effect on serial concept mapping with expert map sharing approach

This study explores the effectiveness of two concept mapping methods – re-composition and scratch-building – within a serial concept mapping framework enhanced by expert map sharing. Serial concept mapping integrates maps from consecutive classes into a cumulative structure, facilitating incremental knowledge development. Expert map sharing involves providing teacher-created maps representing a well-structured understanding of lecture content, shared after students create their own maps to reinforce comprehension. A comparative experiment was conducted over three weeks in six human–computer interaction (HCI) classes, involving 158 participants: three classes using the re-composition method ([Formula: see text]) and three using the scratch-building method ([Formula: see text]). The re-composition method provided predefined concepts and links extracted from the expert map, supporting alignment with learning objectives and reducing cognitive load. In contrast, the scratch-building method allowed for free map creation, fostering creativity but risking conceptual misalignment. While both groups showed comparable progress during weekly activities, result suggest that the re-composition method may enable better knowledge organization, as evidenced by statistically significant improvements in both overall scores ([Formula: see text]) and higher-order thinking (HOT) performance ([Formula: see text]) on summative tests, particularly for map-based content. These findings highlight the potential of re-composition method, combined with expert map sharing, as a promising approach for enhancing learning outcomes in serial concept mapping.