Abstract
Collaborative problem-solving is central to Computer Science (CS) education, yet CS-specific evidence on how Cloud-Based Collaborative Tools (CBCTs) relate to engagement and teamwork remains limited. This study examines student perceptions during a 15-week intervention in which 31 undergraduates used Google Workspace, Microsoft Teams, and Miro to complete labs, reports, and team projects. Post-intervention ratings were above the neutral midpoint on core engagement indicators—for example, Motivation (M = 4.16, SD = 0.82; t(30) = 7.71, p < 0.001) and Effective Contribution (M = 4.00, SD = 1.00)—while technology-acceptance judgments were closer to neutral (e.g., Productivity, M = 3.06). Qualitative responses highlighted benefits (real-time co-editing, quicker feedback) alongside coordination challenges (scheduling, role clarity). Overall, the patterns indicate that CBCT-supported practices align with higher engagement and contribution in CS coursework, while pointing to implementation levers—structured roles and feedback cadence—to strengthen acceptance. The study contributes CS-specific evidence and practical recommendations for integrating CBCTs in blended and online learning contexts.