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This paper compared the effect of computerassisted collaborative concept mapping and computer-assisted individual concept mapping on improving students’ critical thinking ability under different learning styles. The experimental results showed that the effect of computer-assisted collaborative and individual concept mapping on improving statistics critical thinking ability is not significantly different. However, when considering student learning style, experimental results showed that comparing to computer-assisted individual concept mapping, computer-assisted collaborative concept mapping provides better assistance to improve statistics critical thinking ability for students who have accommodating and diverging learning styles. Conversely, for students who have assimilating and converging learning styles, the computer-assisted individual concept mapping offers better benefit to improving their statistics critical thinking ability than the computer-assisted collaborative concept mapping. Implications for research and practice are discussed. Keywords—computer-assisted collaborative concept mapping, computer-assisted individual concept mapping, critical thinking ability, learning style

Comparing the effect of computer assisted collaborative and individual concept mapping on improving critical thinking ability The role of student learning style