Exploring the effects of employing Google Docs in collaborative concept mapping on achievement, concept representation, and attitudes

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.

Keywords:

• concept mapping
• collaborative learning
• Google Docs
• social constructivism
• social learning

Notes on contributors

Yu-Tzu Lin received the B.S. and M.S. degrees in information and computer education from National Taiwan Normal University, and Ph.D. degree in computer science from National Taiwan University. She is currently an assistant professor in the Graduate Institute of Information and Computer Education, National Taiwan Normal University. Her research interests include computer science education, educational technologies, social network analysis, digital content analysis, multimedia security, pattern recognition, and image processing.

Chia-Hu Chang received the B.S. degree in electrical engineering from National Chung Hsing University, Taiwan, in 2003 and received the M.S. degree in communication engineering from National Central University, Taiwan, in 2005. He successfully defended his doctoral dissertation on 30 July and received the Ph.D. degree in computer science from National Taiwan University, Taiwan, in 2010. Chia-Hu Chang is now a postdoctoral fellow whose interests are in social networking, data mining, multimedia networking, and multimedia content analysis.

Huei-Tse Hou is an Associate Professor of Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taiwan. His research interest focuses on e-Learning behavioural pattern analysis, e-Learning system development, instructional knowledge management/sharing, and game-based learning systems.

Ke-Chou Wu received the M.S. degree in instructional technology from National Chi-Nan University, Taiwan, in 2013. He is now a physics teacher in Ming-Tan Junior High School, Taiwan.

Additional information

Funding

This work was supported by the Ministry of Science and Technology, Taiwan [grant number NSC 102-2511-S-003-024-].