Five eighth grade science classes of students in at a middle school were assigned to three treatment groups: those who individually concept mapped, those who collaboratively concept mapped, and those who independently used their study time. The findings revealed that individually generating concept maps on computers during study time positively influenced science concept learning above and beyond independent use of study time, but that collaboratively generating concept maps did not. Students in both individual and collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration software. However, students in the collaborative concept mapping group did not like working in a group. This study contributes to the limited body of knowledge concerning the comparative effectiveness of individually and collaboratively-generating concept maps on computers for learning. (Contains 4 tables.)