Exploring the effects of employing Google Docs in collaborative concept mapping on achievement,concept representation,and attitudes |
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Authors: | Yu-Tzu Lin Chia-Hu Chang Huei-Tse Hou Ke-Chou Wu |
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Affiliation: | 1. Graduate Institute of Information and Computer Education, National Taiwan Normal University, 10610 Taipei, Taiwan;2. Graduate Institute of Networking and Multimedia, National Taiwan University, 10617 Taipei, Taiwan;3. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, 10607 Taipei, Taiwan;4. Graduate Institute of Curriculum Instruction and Technology, National Chi Nan University, 54561 Nantou, Taiwan |
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Abstract: | This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history. |
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Keywords: | concept mapping collaborative learning Google Docs social constructivism social learning |
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