Learning With Concept and Knowledge Maps: A Meta-Analysis

TLDR

Concept maps have been used by students from Grade 4 to postsecondary across science, psychology, statistics, and nursing to support learning. This meta‑analysis examines experimental and quasi‑experimental studies where students learned through constructing, modifying, or viewing node‑link diagrams. The authors identified 55 studies with 5,818 participants, extracted 67 standardized mean difference effect sizes, and assessed recall and transfer via posttests. Concept maps consistently improved knowledge retention, with effect sizes ranging from small to large depending on usage and comparison, though substantial heterogeneity was observed across subsets.

Abstract

This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students at levels ranging from Grade 4 to postsecondary used concept maps to learn in domains such as science, psychology, statistics, and nursing. Posttests measured recall and transfer. Across several instructional conditions, settings, and methodological features, the use of concept maps was associated with increased knowledge retention. Mean effect sizes varied from small to large depending on how concept maps were used and on the type of comparison treatment. Significant heterogeneity was found in most subsets.