A Comparative Study of Component-Provided Reconstruction-Based and Flexible-Linking Concept Mapping Designs in Collaborative Problem Solving
Year: 2026
Type: article
Abstract: This study compares two integrated concept mapping designs within a collaborative problem solving (CPS) setting. The first employs a component-provided reconstruction-based (CPRB) concept mapping approach with real-time automated diagnostic feedback (Kit-Build), while the second uses a component-provided flexible-linking (CPFL) approach with delayed human-mediated feedback (Figma). In both conditions, learners received the same concept-node and linking-word components derived from a lecturer-defined goal map, but the two conditions differed in how learners were expected to use these components. In addition, the conditions differed in mapping structure, feedback timing, and feedback type. Rather than isolating a single factor, the study evaluates the combined effects of these bundled instructional designs relative to a flexible-linking baseline commonly used in an Indonesian university, where feedback is typically provided one week after task completion. Participants were 78 students in the experimental group (EG) and 40 in the control group (CG), with identical content across one preliminary individual session and three paired case-based sessions. Using an explanatory sequential mixed-methods design, data included concept map scores, pre/post tests, summative assessments, and qualitative reports. Results showed that the CPRB configuration was associated with higher concept map scores across sessions than the CPFL configuration, with a large effect size in three sessions and a medium effect size in one. Post-tests showed medium to large effects, and summative results favored the CPRB condition (r = 0.8064). Differences in students’ CPS-related perspectives between the two conditions were minimal, with broadly similar patterns across groups. Overall, both CPRB and CPFL concept mapping were perceived as similarly acceptable, while the CPRB design showed comparatively higher learning performance across sessions. This indicates that CPRB may have potential to better support learning outcomes, although further research is needed to confirm this pattern and to better understand the mechanisms underlying these differences.
Institutions: Hiroshima University, University of Brawijaya
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,190
OpenAlex ID: W7223884734