概念圖能夠訓練學習者作具有邏輯性與整體性的思考，幫助學習者組織所學習過的課程內容。採用概念圖繪製的教學策略，可以讓分組討論的結論得以具體圖形化方式呈現，以有效提升學習者的學習成效。
現今教學改革與提升學生的學習成效已經是教師公認的教學目標，而使用概念圖的教學策略經過以往的研究證實，確實對於學習者有著提升學習效果的能力，但初步觀察大學生在概念圖的繪製過程中，往往會產生無法聯想相關次要概念的情況。
本研究經由問卷調查法發現大學生在使用概念圖工具於教學活動時，產生無法聯想相關次要概念與無法聯想相關概念的困難情況。本研究並針對學習者於繪製概念圖之過程所產生聯想次要概念之困難，建置一個繪製概念圖的輔助系統，以協助學習者進行概念圖學習。此輔助系統結合搜尋引擎的搜尋結果數功能，產生學習者輸入的關鍵字與次要概念間的相關性程度，來進行排序與推薦次要概念給使用系統的大學生，協助大學生解決上面所描述的次要概念困難情況。
我們利用問卷調查學習者使用本研究系統之後的科技接受程度與對此方式的學習滿意度情形，結果顯示大學生學習者普遍對此教學滿意程度頗高且科技接受度良好，而系統推薦次要概念的成功機率超過30%。另外，本系統衍生一個可供評測概念圖符合主題程度的功能，以期降低傳統人為主觀評測的缺失。
Concept map can be used for training learners to have a logical and integrated consideration and can help learners organizing studied curriculum. The use of teaching strategies concept map teaching strategies allowing group discussions to concrete a graphically presented conclusion, then to enhance the efficiency of learning. Nowadays, teaching innovation and improving the effectiveness of learning have been recognized as the teaching objectives of teachers. And the use of concept map teaching strategies through previous studies indeed enhanced the ability of learning. However, the preliminary observation shows that undergraduate students lack of sub-concepts during the learning activities on concept mapping.
This research builds a computer-aided concept mapping system to solve the difficulty of correlated sub-concepts creating. The system combines a built-in keyword set and the searching results on bing searching engine and then provides a recommendation of relative sub-concepts to learners.
A questionnaire was used to investigate the learning satisfaction on using the computer-aided system. Results showed that the technology acceptance is high and the learners are generally satisfied with such a learning activity. Especially, the accept rate of recommendation is more than 30%. In addition, the system can provide an evaluation on the adequateness of concept maps to reduce possible subjectivity of human judges.
