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Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality.doi:10.3390/educsci9020131 fatcat:xgmsrbm7l5hfrmwmvpxfl5qoza