Abstract
Concept maps evolve with practice. The question is how each mapping experience influences the performance of the next one. This study investigates how people’s mental representation constructed from one concept mapping activity (e.g., individual mapping or collaborative mapping) influence the construction of mental representation in another mapping activity. The results show that individual mapping and collaborative mapping induce different impacts on the engagement and outcome of the subsequent mapping activity. It is important to understand how different combinations of mapping activities may help to prepare learners for future learning.