Evaluating system‐based strategies for managing conflict in collaborative concept mapping

Abstract

Abstract This study examined the influence of various conflict management mechanisms embedded into computer‐supported collaborative concept mapping systems on the behaviour and learning of elementary students. Four conflict management mechanisms were compared: an assign design, in which the mapping control was designated to a particular group member; a rotate design, in which the mapping control was rotated among the group members; a give design, in which the child with mapping control could relinquish control to another group member; and an open design, in which every group member simultaneously had mapping control. Ninety‐six fifth and sixth grade Taiwanese students participated in this study. They were arranged into assign, rotate, give, or open three‐member groups to generate collaboratively shared concept maps. Student interactions, attitudes, and achievement were analysed. The results suggest that each conflict management mechanism has a different effect on the elementary students.

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