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

Yu Tzu Lin, Chia Hu Chang, Huei Tse Hou, Ke Chou Wu

Research output: Contribution to journalArticle

13 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)1552-1573
Number of pages22
JournalInteractive Learning Environments
Issue number7
Publication statusPublished - 2016 Oct 2



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

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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