How concept-mapping perception navigates student knowledge transfer: Performance

Kuo Hung Tseng*, Chi Cheng Chang, Shi Jer Lou, Yue Tan, Chien Jung Chiu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)


The purpose of this paper is to investigate students' perception of concept maps as a learning tool where knowledge transfer is the goal. This article includes an evaluation of the learning performance of 42 undergraduate students enrolled in a nanotech course at a university in Taiwan. Canonical correlation and MANOVA analyses were employed to examine if students' perceptions toward concept mapping have a positive relationship with knowledge transfer; that is, students who perceive concept mapping more positively tend to perform knowledge transfer better than those who perceive concept mapping less positively. The results revealed that positive concept-mapping perception is helpful for knowledge transfer in five learning stages: acquisition, communication, application, acceptance, and assimilation.

Original languageEnglish
Pages (from-to)102-115
Number of pages14
JournalEducational Technology and Society
Issue number1
Publication statusPublished - 2012


  • Concept mapping
  • Knowledge management
  • Knowledge transfer
  • Nanotech

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • General Engineering


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