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.

Citation

Lin, Y.T., Chang, C.H., Hou, H.T. & Wu, K.C. (2016). Exploring the Effects of Employing Google Docs in Collaborative Concept Mapping on Achievement, Concept Representation, and Attitudes. Interactive Learning Environments, 24(7), 1552-1573. Retrieved August 6, 2024 from https://www.learntechlib.org/p/194375/.

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Keywords

• Comparative Analysis
• Computer Assisted Instruction
• computer mediated communication
• Concept Formation
• concept mapping
• Constructivism (Learning)
• Control Groups
• Conventional Instruction
• Cooperative learning
• Experimental Groups
• Foreign Countries
• Grade 9
• internet
• physics
• Pretests Posttests
• Quasiexperimental Design
• Rural Schools
• Science Achievement
• Scientific Attitudes
• Scientific Concepts
• Scores
• Search Engines
• Statistical Analysis
• teaching methods