Comparison between Kit-Building Task of Concept Map and Multiple Choice Task of Fill-in-the-blank Question Generated from the Same Series of Propositions

Abstract

We have already proposed a framework Of kit-build concept map where a learner is provided a set of parts of a concept map and is requested to build a concept map by composing the parts. In this framework, a build map by a learner is able to be diagnosed automatically. The kit-building task of a concept map is a promising exercise for strengthening and assessing learner's comprehension for a topic that a learner already has learnt. We have implemented an interactive learning environment based on the framework and practically used the environment in several schools. In this paper, in order to investigate the value of the kit-building task of a concept map, we compare it with multiple-choice task of fill-in-the-blank questions. The multiple choice task of fill-in-the-blank questions is also used to strengthen and assess learner's comprehension, and the answer can be automatically evaluated. Then, the both task can be generated from the same series of propositions, that is, from the same contents. We have compared the two tasks through 3 lessons of science learning Of grade students in two classes, One Class used KB map (KB Class) and another class used Fill-In-the-Blank questions (FIB class). Individual student in both classes used a tablet PC. The tablet PC was connected to a server though wireless LAN and a teacher could receive the results Of evaluations Of the maps or answers' Of the questions immediately. Based on the evaluation results, the teacher conducted additional teaching. As the results, the KB task evaluated learner's comprehension more adequately than the question task, and the students in the KB class had higher performance than the students in the question class.