Conceptual Maps as Mediators of Self-Regulated Learning

The concept map lets students represent their understanding of domain knowledge in a well-organized format. This study analyses the impact that the use of conceptual maps and training of self-regulated learning have on learning achievement. Results show that the three types of learning mediation influence the level of comprehension, but the effect emerges only for inferential questions and not for factual questions. Moreover, the mean of correct answers was significantly lower for the simple text condition as compared to all other presentation forms. Thus, the proposed formative intervention has a significant effect on in-depth processing.