Abstract
In this study I examined and identified conditions for developing conceptual understanding in the support provided by a computerized concept mapping tool. I compared the computerized concept mapping against its equivalent paper-based behavior, experimentally found that the computer mediated mapping was more effective in helping students to solve a transfer problem. In order to examine the characteristics of the two mapping methods I analyzed the diagrams created by the students on both tools. The diagramed boxes created on the computerized tool contained smaller units of information, often explicitly connected among them with lines, to explicate the relations among the units. This implies that the features specific to the computerized media, like the ease of unitization and the flexibility of relation-making appear to be responsible for its effect as support for conceptual understanding.
