If concept mapping is so helpful to learning biology, why aren't we all doing it?

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Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? (2011, background): “…are that they require some expertise to learn; they can be idiosyncratic in terms of design; and because of their complexity they may not always assist memorability, with learners faced with designing concepts maps often feeling overwhelmed and de-motivated (Beitz 1998; Eppler 2006; Kinchin 2001).”
Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty (2017, methodology): “But using the concept map as a learning tool requires changes in the learning environment and teaching strategies (Kinchin, 2001), in the role of the instructor and the student, where students are more active in their own learning, and just as we reported above regarding teaching higher-order…”
A Comparison between Concept Maps, Mind Maps, Conceptual Diagrams, and Visual Metaphors as Complementary Tools for Knowledge Construction and Sharing (2006, background): “16 Concept mapping is also not the only available qualitative visualization technique that fosters learning or knowledge sharing in a constructive and systematic manner.”