Abstract—This paper compared the effect of different
concept mapping on students’ learning motivation and
academic achievement. A pretest-posttest control group
experimental design was employed. The participants were 151
students from the Department of Accounting Information at a
private university in central Taiwan who were taking an
advanced accounting course. An effect size and analysis of
covariance were used to analyze experimental results.
Experimental results show that the two computer-assisted
concept mapping techniques (construct-on-scaffold and
construct-by-self) are more beneficial to students’ learning
motivation and academic achievement than traditional
paper-and-pencil concept mapping and textbook exercise
methods. In addition, traditional paper-and-pencil concept
mapping is better than the textbook exercise method. However,
no significant differences existed between the two
computer-assisted concept mapping techniques.
Index Terms—Construct-by-self computer-assisted concept mapping, construct-on-scaffold computer-assisted concept mapping, learning achievement, learning motivation, paper-and-pencil concept mapping.
Chei-Chang Chiou is with the Department of Accounting, National Changhua University of Education, Changhua 500, Taiwan (e-mail: firstname.lastname@example.org).
Cite: Chei-Chang Chiou, "The Comparative Effect of Computer-Assisted and Paper-and-Pencil Concept Mapping on Learning Motivation and Achievement," International Journal of Information and Education Technology vol. 5, no. 9, pp. 668-671, 2015.