Effects of incorporating concept mapping into computer simulation-based learning with a complex economic system

Abstract

Students often have difficulties understanding complex economic phenomena since the economy is a complex dynamic system consisting of multiple agents interacting in complex ways. Computer-based simulations have the potential to support student learning by simulating complex systems and allowing students to gain practical experiences through observation and trial-and-error experiments. However, learning with computer simulations and experiments may cause a high level of cognitive load to students due to too much information, making it difficult for students to engage in effective thinking and meaningful understanding to acquire adequate knowledge and skills. This study aims to address the challenge by incorporating concept mapping into simulation-based learning of complex systems to facilitate meaningful understanding and higher-order thinking and alleviate cognitive load to support positive effects in learning. This research involves the design of a technology-mediated learning environment as an approach to addressing the problem and empirical evaluation of the proposed approach. A quasi-experimental study was conducted with university students who participated in computer simulation-based learning of a complex economic system with versus without the incorporation of concept mapping. By comparing student performance in the experimental and control conditions, the findings have shown positive effects of the proposed approach on improving students’ subject knowledge, systems thinking skills, and motivational and emotional experiences, in addition to reducing cognitive load. The results are consistent with student perceptions of the proposed approach and student comments on the learning program. Besides, students’ achievements in the acquisition of subject knowledge and systems thinking skills are positively associated with and predicted by the quality of their concept maps. The findings of the study demonstrate the design and implementation of a promising approach to addressing the challenge in simulation-based learning of complex systems, that is, incorporating concept mapping into simulation-based learning of complex systems to foster meaningful understanding and higher-order thinking. Moreover, the findings from empirical evaluation provide evidence for the positive impact of the approach on improving the acquisition of subject knowledge and systems thinking skills and promoting positive learning experiences in simulation-based learning of complex systems. The findings also reveal the role of concept mapping quality in predicting learning outcomes in the acquisition of subject knowledge and systems thinking skills. These findings provide important implications for research and practice in improving simulation-based learning of complex systems by integrating concept mapping to foster meaningful understanding and higher-order thinking. While concept mapping has shown promising effects on improving simulation-based learning of complex systems, it should be noted that concept mapping quality may affect the effects of the approach. When applying the proposed approach to educational practice, students should be provided with necessary guidance to ensure the quality of their concept mapping performance.