Abstract—A kit-build is a framework that utilizes a concept
map to visualize knowledge and automatically assess the
concept map that was created by the learner by recomposing
the kit. In this case study, a kit-build will be implemented in
object-oriented programming learning to investigate its
usefulness in increasing learning gain compared with a
traditional summarizing activity. In this study, learners will
practically use a kit-build concept map system to facilitate
reviewing and reconstruct their knowledge of object-oriented
programming learning resources. This study conducted an
experiment using two groups: the summarizing group (n = 46)
and the kit-build group (n = 35). The variables that were
measured were the pre- and post-test scores and learning gain.
To evaluate the significance of the difference between the two
groups, a non-parametric ANOVA analysis was performed. The
experiment result confirms that incorporating the kit-build
concept map as a knowledge visualization technique could
improve not only the learning performance but also the overall
learning gain compared with the group that used the regular
Index Terms—Concept map, kit-build, OOP, learning gain
Ridwan Rismanto is with the Department of Informatics and Data Science, Graduate School of Advanced Science and Engineering, Hiroshima University, Higashihiroshima, Japan. R. Rismanto is also with the Department of Information Technology, State Polytechnic of Malang, Malang, Indonesia.
Khudur Nawras, Yusuke Hayashi, and Tsukasa Hirashima are with the Department of Informatics and Data Science, Graduate School of Advanced Science and Engineering, Hiroshima University, Higashihiroshima, Japan. E-mail: email@example.com (K.N.), firstname.lastname@example.org (Y.H.), email@example.com (T.H.)
*Correspondence: firstname.lastname@example.org (R.R.)
Cite: Ridwan Rismanto*, Khudur Nawras, Yusuke Hayashi, and Tsukasa Hirashima, "Experimental Evaluation of OOP Concepts Learning with a Kit-Build Concept Map: A Case Study," International Journal of Information and Education Technology vol. 13, no. 9, pp. 1358-1364, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).