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Advancing Personalized Engineering Learning via an Adaptive Concept Map
2012 ASEE Annual Conference & Exposition Proceedings
Concept maps are effective interventions in providing students with a holistic understanding of a domain while also allowing understanding of relationships among parts and across the engineering curricula. Yet when the domain of application is large, concept maps become overburdened with too much information and complexity. A function of the individual learners' cognitive load abilities, this phenomenon (termed "map shock") results in student disengagement and reduction of expected learningdoi:10.18260/1-2--20897 fatcat:dyb3uvmupbhz3ku6djsmbpmdbq