ISSN: 2226-6348
Open access
This research explores the utilization of cognitive visualization aids in the realm of education, specifically focusing on Bubble Maps and Double Bubble Maps. While Bubble Maps are commonly employed for knowledge acquisition, Double Bubble Maps serve as effective tools for comparing similarities and differences within interconnected ideas. Previous studies have extensively examined the individual efficacy of these map types in educational settings. However, there is a noticeable gap in the literature concerning the combined use of both map types. This study seeks to address this gap by integrating the attributes of instructional courses and presenting educational information through a combined approach of Bubble Maps and Double Bubble Maps. The primary objective is to enhance students' learning efficiency, thus contributing to the advancement of effective teaching and learning practices.
Almulla, M. A., & Alamri, M. M. (2021). Using conceptual mapping for learning to affect students’ motivation and academic achievement. Sustainability, 13(7), 4029.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International journal of educational technology in higher education, 17(1), 1-30.
Dong, Y., Zhu, S., & Li, W. (2021). Promoting sustainable creativity: An empirical study on the application of mind mapping tools in graphic design education. Sustainability, 13(10), 5373.
Hyerle, D. N. (1993). Thinking maps as tools for multiple modes of understanding. University of California, Berkeley.
Liu, Z., & Lin, S. (2019). Integration of thinking visualization and deep Learning. Information Technology Education in China, 21, 5-8.
McGrath, M., & Willcutt, W. (2022). The creative use of Thinking Maps to embed Blooms' Taxonomy within teaching, learning and assessment. Educatio: Jurnal Pendidikan STAIM Nganjuk, 6(4), 346-372.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review, 63(2), 81.
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of educational research, 76(3), 413-448.
Pan, Q., Zhou, J., Yang, D., Shi, D., Wang, D., Chen, X., & Liu, J. (2023). Mapping Knowledge Domain Analysis in Deep Learning Research of Global Education. Sustainability, 15(4), 3097.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778.
Rahman, M. M. (2019). 21st century skill'problem solving': Defining the concept. Rahman, MM (2019). 21st Century Skill “Problem Solving”: Defining the Concept. Asian Journal of Interdisciplinary Research, 2(1), 64-74.
Shu, Y., Ho, S.-J., & Huang, T.-C. (2020). The development of a sustainability-oriented creativity, innovation, and entrepreneurship education framework: a perspective study. Frontiers in Psychology, 11, 1878.
Su, J. (2017). Skillfully grasping language training through "bubble map". Primary School Teaching Reference, 27, 22-23.
Tian, F., Yue, J., Chao, K.-m., Qian, B., Shah, N., Li, L., Zhu, H., Chen, Y., Zeng, B., & Zheng, Q. (2019). Modeling e-Learners' Cognitive and Metacognitive Strategy in Comparative Question Solving. arXiv preprint arXiv:1906.03074.
Zhao, S. (2022). The application of thinking visualization tool "Double Bubble Diagram" in the teaching of ancient poetry in primary schools: A case study of the teaching of "Xier" and "Titlin 'an Di". Fujian Basic Education Research, 06, 63-64.
Zhou, L. (2019). Application of double bubble chart in cultivating core literacy of high school students. Middle School Mathematics, 05, 92-93.
N/A
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode