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Abstract The purpose of this study was to examine the effect of concept‐mapping strategies with three different generativity levels (expert‐generated concept map, partially learner‐generated concept map, fully learner‐generated concept map) on knowledge acquisition. Interaction between learners' self‐regulated learning (SRL) skills and different levels of generativity was also tested. One hundred twenty‐four undergraduate students, randomly assigned to three different concept‐mapping groups, were differentiated by high and low levels of SRL skills. The findings suggest that the participants in the fully learner‐generated map group significantly outperformed the participants in the expert‐generated map group, and participants with high SRL skills significantly outperformed those with low SRL skills across all treatment levels.
Lim et al. (2008) studied this question.