Roles, applications, and trends of concept map-supported learning: a systematic review and bibliometric analysis of publications from 1992 to 2020 in selected educational technology journals

This study investigates the roles, applications, and trends of concept map-supported education (CMSE) by reviewing the studies published from 1992 to 2020. Several dimensions, such as the media of concept maps, roles of concepts, sample groups, research methods, application domains, learning contexts, research foci, as well as the citation and co-citation relationships, are taken into account based on the technology-based learning model. From the review results, two thematic clusters were found, namely concept map-facilitated knowledge construction in collaborative learning, and concept map-based learning design to improve learning achievement and motivation. The research focused more on the applications in engineering courses, followed by science and language courses, and potential was also found in arts, business or management, and mathematics. Learning contexts for CMSE are mainly in-class activities, followed by online discussion activities; moreover, it was found that the number of applications in digital game-based learning contexts is increasing. In terms of research foci, more studies investigated learners’ performance, attitude/motivation, and perceptions, while less emphasis was put on developing learners’ skills, higher order thinking, as well as collaboration and communication competences. Accordingly, several suggestions for future research of CMSE are provided as a reference for researchers and policy makers.