Title: Facilitating creativity, collaboration, and computational thinking in group website design: a concept mapping-based mobile flipped learning approach

Authors: Shu-Chen Cheng; Gwo-Jen Hwang; Pei-Ying Chen

Addresses: Bachelor Degree Program of Digital Marketing, National Taipei University, No.67, Sec. 3, Minsheng E. Rd., Taipei, 104, Taiwan ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, No.43, Sec.4, Keelung Rd., Taipei, 106, Taiwan ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, No.43, Sec.4, Keelung Rd., Taipei, 106, Taiwan

Abstract: Group website design is an activity that aims to foster students' creative thinking, computational thinking, and collaboration while developing websites in teams. A concept mapping-based mobile flipped learning approach was proposed in this study. A quasi-experiment was conducted to evaluate the effects of the proposed model of student learning achievement, creativity, collaboration, and computational thinking in a technological learning context. Twenty-one at-work students in the experimental group applied the concept mapping-based mobile flipped learning, while 18 at-work students in the control group learned through conventional mobile flipped learning. The experimental results showed that the experimental group had better learning achievement, creativity, collaboration, and computational thinking than the control group. In addition, the experimental group also outperformed the control group on website design outcomes. The interviews further revealed that the proposed method positively impacted the students' computational thinking skills. Accordingly, a discussion and several suggestions for future research are presented.

Keywords: mobile learning; flipped learning; concept mapping; computational thinking; collaborative learning; website design.

DOI: 10.1504/IJMLO.2024.137613

International Journal of Mobile Learning and Organisation, 2024 Vol.18 No.2, pp.169 - 193

Received: 31 May 2022
Accepted: 21 Sep 2022
Published online: 02 Apr 2024 *

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