PROJECT TITLE :

Concept Maps as Instructional Tools for Improving Learning of Phase Transitions in Object-Oriented Analysis and Design

ABSTRACT:

Students attending object-oriented analysis and design (OOAD) courses usually encounter difficulties transitioning from requirements analysis to logical design and then to physical design. Concept maps have been widely used in studies of user learning. The study reported here, based mostly on the connection of concept maps to learning theory and semantic memory, suggests that integrating OOAD instruction with concept maps might help learners perceive these transitions a lot of clearly. An empirical experiment, involving 2 treatments primarily based on concept maps and typical instruction, was conducted to look at the relevance of concept map-primarily based instruction for a good understanding of phase transitions. The results indicate that compared with standard instruction, concept map-based mostly instruction is a lot of efficient in improving learner understanding as a result of of bigger learner engagement and as a result of of concept maps' properties after they are used as an info medium. This study can aid instructors in realizing the difficulties in learning section transitions and motivate researchers to develop a lot of effective learning instructions.