Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-b6zl4 Total loading time: 0 Render date: 2025-01-11T11:43:26.702Z Has data issue: false hasContentIssue false

29 - The Mapping Principle in Multimedia Learning

from Part VII - Principles Based on Generative Activity in Multimedia Learning

Published online by Cambridge University Press:  19 November 2021

By
Olusola O. Adesope ,
John C. Nesbit  and
NarayanKripa Sundararajan
Edited by
Richard E. Mayer  and
Logan Fiorella
Richard E. Mayer
Affiliation:
University of California, Santa Barbara
Logan Fiorella
Affiliation:
University of Georgia
Get access

Summary

This chapter discusses the mapping and collaborative mapping principles in multimedia learning. The mapping principle states that people learn more deeply from verbal information when they translate and integrate the information into a combined verbal and visuospatial format. The collaborative mapping principle is an extension of the mapping principle and states that people learn more deeply from cognitively demanding verbal information when they interact with others to jointly translate and integrate the information into a combined verbal and visuospatial format. In addition to describing the process of concept mapping, when it can be used, and the theoretical rationale for the two principles, the chapter systematically reviews the landscape of research findings for individual and collaborative concept mapping. Individual and collaborative concept mapping are both effective compared with other learning methods, yielding moderate and large statistically detectable weighted mean effect sizes, respectively.

Keywords

mapping principlecollaborative mapping principleconcept mappinggenerative learningcollaborative learning
Type
Chapter
Information
The Cambridge Handbook of Multimedia Learning , pp. 351 - 359
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adesope, O. O., & Nesbit, J. C. (2010). A systematic review of research on collaborative learning with concept maps. In Torres, P. L., & Marriott, R. V. (eds.), Handbook of Research on Collaborative Learning Using Concept Mapping (pp. 238–255). Hershey, PA: IGI Global.Google Scholar
Adesope, O. O., & Nesbit, J. C. (2012). Verbal redundancy in multimedia learning environments: A meta-analysis. Journal of Educational Psychology, 104(1), 250–263.Google Scholar
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87, 659–701.CrossRefGoogle Scholar
Basque, J., & Lavoie, M. C. (2006). Collaborative concept mapping in education: Major research trends. In Canas, A. J., & Novak, J. D. (eds.), Concept Maps: Theory, Methodology, Technology, In Proceedings of 2006 Second International Conference on Concept Mapping (pp. 79–86). Costa Rica: Universidad de Costa Rica, Sección de Impresión del SIEDIN.Google Scholar
Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106, 849–858.Google Scholar
Buzan, T (2005). The Ultimate Book of Mind Maps. London: Thorsons.Google Scholar
Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73–105.Google Scholar
Chi, M. T. H., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., Li, N., McEldoon, K. L., Stump, G. S., Wylie, R., Xu, D., & Yaghmourian, D. L. (2018). Translating the ICAP theory of cognitive engagement into practice. Cognitive Science, 42, 1777–1832.Google Scholar
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49, 219–243.Google Scholar
Dansereau, D. F., & Dees, S. M. (2002). Mapping training: The transfer of a cognitive technology for improving counseling. Journal of Substance Abuse Treatment, 22, 219–230.CrossRefGoogle ScholarPubMed
Fiorella, L., & Mayer, R. E. (2017). Spontaneous spatial strategy use in learning from scientific text. Contemporary Educational Psychology, 49, 66–79.Google Scholar
Fischer, F., Bruhn, J., Gräsel, C., & Mandl, H. (2002). Fostering collaborative knowledge construction with visualization tools. Learning and Instruction, 12, 213–232.Google Scholar
Gao, H., Shen, E., Losh, S., & Turner, J. (2007). A review of studies on collaborative concept mapping – What have we learned about the technique and what is next. Journal of Interactive Learning Research, 18, 479–492.Google Scholar
Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77, 95–111.Google Scholar
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365–379.CrossRefGoogle Scholar
Kiewra, K. A. (2005). Learn How to Study and SOAR to Success. Upper Saddle River, NJ: Pearson Prentice Hall.Google Scholar
Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31–42.CrossRefGoogle Scholar
Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, R. J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13, 213–233.Google Scholar
Maker, C. J., & Zimmerman, R. H. (2020). Concept maps as assessments of expertise: Understanding of the complexity and interrelationships of concepts in science. Journal of Advanced Academics, 31, 254–297.Google Scholar
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519–533.Google Scholar
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76, 413–448.Google Scholar
Nesbit, J. C., & Adesope, O. O. (2013). Concept maps for learning: Theory, research, and design. In Schraw, G., McCrudden, M., & Robinson, D. (eds.), Learning through Visual Displays (pp. 303–328). Charlotte, NC: Information Age Publishing.Google Scholar
Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27, 937–949.Google Scholar
Novak, J. D. (2013). Concept mapping. In Hattie, J., & Anderman, E. M. (eds.), International Guide to Student Achievement (pp. 362–365). New York: Routledge.Google Scholar
Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. New York: Cambridge University Press.Google Scholar
Novak, J. D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28, 117–153.Google Scholar
O’Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71–86.Google Scholar
Okebukola, P. A. (1990). Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept-mapping technique. Journal of Research in Science Teaching, 27, 493–504.CrossRefGoogle Scholar
Riahi, Z., & Pourdana, N. (2017). Effective reading comprehension in EFL contexts: Individual and collaborative concept mapping strategies. Advances in Language and Literary Studies, 8, 51.Google Scholar
Ritchhart, R., Turner, T., & Hadar, L. (2009). Uncovering students’ thinking about thinking using concept maps. Metacognition and Learning, 4, 145–159.Google Scholar
Roessger, K. M., Daley, B. J., & Hafez, D. A. (2018). Effects of teaching concept mapping using practice, feedback, and relational framing. Learning and Instruction, 54, 11–21.Google Scholar
Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2018). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review, 30(2), 431–455.Google Scholar
Slotte, V., & Lonka, K. (1999). Spontaneous concept maps aiding the understanding of scientific concepts. International Journal of Science Education, 21, 515–531.CrossRefGoogle Scholar
Stoyanova, N., & Kommers, P. (2002). Concept mapping as a medium of shared cognition in computer-supported collaborative problem solving. Journal of Interactive Learning Research, 13, 111–133.Google Scholar
Sundararajan, N., Adesope, O., & Cavagnetto, A. (2018). The process of collaborative concept mapping in kindergarten and the effect on critical thinking skills. Journal of STEM Education, 19(1), 5–13.Google Scholar
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In Wittrock, M. C. (ed.), Handbook of Research on Teaching (3rd ed., pp. 315–327). New York: Macmillan.Google Scholar
Winne, P. H., Nesbit, J. C., Ram, I., Marzouk, Z., Vytasek, J., Samadi, D., & Stewart, J. (2017). Tracing metacognition by highlighting and tagging to predict recall and transfer. AERA Online Paper Repository. Available from https://eric.ed.gov/?id=ED597072 (accessed October 1, 2020).Google Scholar
Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 24, 345–376.Google Scholar
Won, M., Krabbe, H., Ley, S. L., Treagust, D. F., & Fischer, H. E. (2017). Science teachers’ use of a concept map marking guide as a formative assessment tool for the concept of energy. Educational Assessment, 22, 95–110.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×