Effects of concept map based cooperative peer assessment system on students’ learning outcomes on programming

Abstract

In past programming education, teachers could not offer students with learning assistance and feedback when students appeared misconception on the learning. This study integrates the real-time concept map based cooperative peer assessment system into programming course and applies the jigsaw cooperative learning strategy for the activity. The concept map drawn by students at each stage of the programming course is regarded as the auxiliary tool to diagnose the learning misconception. Students could clarify the misconception with the learning diagnosis feedback provided by the system and modify the concept map with experts’ feedback. The research results reveal that students using the “realtime concept map based cooperative peer assessment system” present significantly better learning outcomes than other groups.