Bibliographic Details
| Title: |
Computer-supported collaborative concept mapping: the impact of students' perceptions of collaboration on their knowledge understanding and behavioral patterns. |
| Authors: |
Liu, Sannyuya1,2, Kang, Lingyun1 kanglingyun@mails.ccnu.edu.cn, Liu, Zhi1,2, Fang, Jing1,2, Yang, Zongkai1,2, Sun, Jianwen1,2, Wang, Meiyi1, Hu, Mengwei1 |
| Source: |
Interactive Learning Environments. Oct2023, Vol. 31 Issue 6, p3340-3359. 20p. |
| Subjects: |
Computer-supported cooperative work, Concept mapping, Classrooms |
| Abstract: |
Computer-supported collaborative concept mapping (CSCCM) integrates technology and concept mapping to support students' knowledge understanding, and much research on the behavioral patterns involved in CSCCM activities has been conducted. However, there is limited understanding of the differences in knowledge understanding and behavioral patterns between students with different levels of collaboration perception. This study examined the impact of students' perceptions of collaboration on their knowledge understanding and behavioral patterns in the CSCCM activity. A total of 36 individuals from the same university participated in this study. The findings suggested that compared with students with a low level of collaborative perception, students with a high level of collaborative perception could obtain better conceptual knowledge understanding. However, there was no significant difference in factual knowledge understanding between students with different levels of collaboration perception. For behavioral patterns, students with a high level of collaboration perception demonstrated more diverse behavioral transition sequences, students with a middle level of collaboration perception demonstrated more repetitive behavioral sequences, and students with a low level of collaboration perception demonstrated less behavioral transition sequences. The findings of this research can provide a reference for teachers to design CSCCM activities in the classroom. [ABSTRACT FROM AUTHOR] |
|
Copyright of Interactive Learning Environments is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Engineering Source |
