Learning With Concept and Knowledge Maps: A Meta-Analysis

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...