This research examined how 226 undergraduate students learned using concept maps under different conditions, comparing task types (fill-in-the-blanks, shuffled concepts, self-constructed, and summaries) with activity structures (individual only, individual-then-collaborative, and collaborative-then-individual). The study measured learning outcomes through comprehension and recall tests while analyzing nearly 4,200 verbal exchanges during collaborative activities. Results revealed a significant interaction between task type and activity structure: students who individually self-constructed concept maps and then discussed them collaboratively (I+C) achieved the strongest learning outcomes, particularly for delayed recall.
The analysis of dialogue quality showed that self-constructed maps triggered deeper, more dialogic conversations characterized by reasoned justification, mutual engagement, and co-construction of knowledge. In contrast, simpler tasks (completing or ordering pre-made maps) produced more superficial exploratory talk with minimal argumentation. Summary-writing generated the least dialogic interaction overall, with patterns of one student dictating while the other transcribed. These findings suggest that task complexity paired with structured collaboration鈥攁llowing individual work before peer discussion鈥攃reates optimal conditions for both learning and high-quality dialogue.
Key Takeaways:
- Prioritize self-construction over passive consumption:聽Have students create concept maps from scratch rather than completing or organizing pre-made maps. The cognitive demand of self-construction, when paired with collaboration, activates deeper reasoning and argumentation. However, you might consider providing more support for learners who are completely new to the content or might otherwise struggle with the task.
- Use the I+C structure:聽Assign individual concept map creation as homework or in-class work first, then facilitate 15-30 minute pair discussions where students negotiate a shared map. This sequence generates more exploratory dialogue and better learning than jumping directly into group work or keeping work entirely individual.
- Avoid summary writing as the primary task:聽While summaries are common, this study found they produced the weakest learning outcomes and the least meaningful peer dialogue. If summaries are required, pair them with concept mapping activities or ensure they include structured peer review to increase dialogic engagement.
Read the full article here:
Read the full article here: Amante, C., Lucero, M., & Montanero, M. (2026). Learning with concept maps: The effect of activity structure and the type of task. Instructional Science, 54, Article 12.