Interactive Learning Environments ( IF 4.965 ) Pub Date : 2021-05-19 , DOI: 10.1080/10494820.2021.1927115 Sannyuya Liu 1, 2 , Lingyun Kang 1 , Zhi Liu 1, 2 , Jing Fang 1, 2 , Zongkai Yang 1, 2 , Jianwen Sun 1, 2 , Meiyi Wang 1 , Mengwei Hu 1
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.
中文翻译:
计算机支持的协作概念图:学生对协作的看法对其知识理解和行为模式的影响
摘要
计算机支持的协作概念图(CSCCM)集成了技术和概念图以支持学生的知识理解,并且已经对CSCCM活动所涉及的行为模式进行了大量研究。然而,对于不同协作感知水平的学生之间的知识理解和行为模式差异的了解有限。本研究考察了学生对协作的看法对其在 CSCCM 活动中的知识理解和行为模式的影响。来自同一所大学的总共 36 名个人参与了这项研究。研究结果表明,与协作感知水平较低的学生相比,协作感知水平较高的学生可以获得更好的概念知识理解。然而,不同协作感知水平的学生对事实知识的理解没有显着差异。对于行为模式,协作感知水平高的学生表现出更加多样化的行为转换序列,协作感知水平中等的学生表现出更多重复的行为序列,协作感知水平低的学生表现出较少的行为转换序列。本研究结果可为教师设计CSCCM课堂活动提供参考。协作感知水平高的学生表现出更多样的行为转换序列,协作感知水平中等的学生表现出更多重复的行为序列,协作感知水平低的学生表现出较少的行为转换序列。本研究结果可为教师设计CSCCM课堂活动提供参考。协作感知水平高的学生表现出更多样的行为转换序列,协作感知水平中等的学生表现出更多重复的行为序列,协作感知水平低的学生表现出较少的行为转换序列。本研究结果可为教师设计CSCCM课堂活动提供参考。