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A cooperative computerized concept-mapping approach to improving students’ learning performance in web-based information-seeking activities

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A Cooperative Computerized Concept-mapping Approac

Abstract Concept mapping has been widely adopted in the past few decades as an instructional or learning tool for helping students organize their knowledge; nevertheless, several previous studies have indicated the difficulty of applying this approach. In particular, for elementary school studen...

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J. Comput. Educ. (2014) 1(1):19–33
DOI 10.1007/s40692-014-0001-2

A cooperative computerized concept-mapping
approach to improving students’ learning performance
in web-based information-seeking activities

Hui-Chun Chu • Gwo-Jen Hwang • Yi-Rong Liang

Received: 17 September 2013 / Revised: 17 December 2013 / Accepted: 5 February 2014 /
Published online: 19 March 2014
Beijing Normal University and Springer-Verlag Berlin Heidelberg 2014

Abstract Concept mapping has been widely adopted in the past few decades as an
instructional or learning tool for helping students organize their knowledge; nev-
ertheless, several previous studies have indicated the difficulty of applying this
approach. In particular, for elementary school students, developing concept maps
could be a difficult task, implying the importance of providing supports during the
learning process. In this study, a computerized, cooperative concept-mapping
approach is proposed to assist students in interpreting and organizing data collected
in web-based information-seeking activities. To evaluate the effectiveness of this
approach, a learning activity has been conducted on an elementary school natural
science course. Two-hundred-and-twenty-fifth graders from seven classes were
divided into an experimental group, in which the students learned with the proposed
approach; and a control group, in which the students learned with the conventional
computerized concept-mapping approach. From the experimental results, it was
found that the students in the experimental group had significantly better learning
attitudes, self-efficacy, and achievements than those in the control group. In the
meantime, the cognitive load of the experimental group students was significantly

H.-C. Chu
Department of Computer Science and Information Management, Soochow University, Taipei,
Taiwan
e-mail:

G.-J. Hwang (&)
Graduate Institute of Digital Learning and Education, National Taiwan University of Science and
Technology, Taipei, Taiwan
e-mail:

Y.-R. Liang
Chiayi County Tong-Rong elementary school, Chiayi, Taiwan
e-mail:

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, 20 J. Comput. Educ. (2014) 1(1):19–33

lower than that of the control group students, implying the effectiveness of the
proposed approach.

Keywords Concept map Cooperative learning Self-efficacy
Cognitive load Web-based information-seeking

Background and objectives

Engaging students in searching for information on the web to answer a series of
questions related to a target issue has been identified to be an important educational
objective nowadays (Bilal 2002; Tseng et al. 2009). Such learning activities have
been called web-based problem solving (Hwang and Kuo 2011). Researchers have
indicated that, when trying to search for information on the web to answer the
questions, students not only need to know how to use search engine and keywords,
but also require the ability of selecting web pages related to the target issue,
abstracting web contents from the selected pages, organizing the derived
information, and making summarization (Chiou et al. 2009; Tsai et al. 2012);
moreover, it has been reported that most students have difficulties in organizing and
summarizing information instead of searching for it (Hwang and Kuo 2011).
Consequently, it is important to lead in knowledge construction tools to help
students organize the searched information in web-based problem-solving activities.
In the past few decades, concept maps have been widely used, no matter whether
in traditional in-class instruction or in computer-assisted learning. Many studies
have reported the effectiveness of using concept maps as a knowledge organizing
tool (Chiou 2008; Chu et al. 2010a; Hwang et al. 2011a, b); for example, Hwang
et al. (2011b) employed a computerized concept-mapping approach in an
elementary school natural science course and found it to be beneficial to the
students in improving their learning performance. On the other hand, several studies
have revealed the problems of applying this approach (Charsky and Ressler 2011);
for example, Lim et al. (2009) indicated that students might fail to successfully
develop concept maps owing to their lack of self-regulated learning skills. They also
reported that learner-generated concept maps were more helpful to students than the
expert-generated ones. Consequently, it is important to provide learning supports to
help students develop their own concept maps in an effective way, in particular, for
those elementary school students who might have difficulty in developing concept
maps to interpret and organize what they have learned or the data collected on the
Internet. It is also valuable to investigate the students’ perceptions of developing
concept maps with different learning strategies, such as learning attitudes and self-
efficacy, as well as their learning performance (Tzeng 2009).
Researchers have indicated that cooperative learning can be considered as a
potential learning strategy that can help students cope with difficult learning tasks
via peer interaction (Hwang et al. 2008; Kao et al. 2008, 2012). In a cooperative
learning activity, students are assigned to groups and are encouraged to work
cooperatively to complete their learning tasks. Johnson and Johnson (1994)
indicated that successful cooperative learning requires a definite goal which

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