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Validating a collaborative problem-solving assessment tool across educational stages

COMPUTERS & EDUCATION 2025年 227卷

作者： Rojas, Matias Nussbaum, Miguel Moreno, Cesar Univ Diego Portales Fac Engn & Sci Sch Informat & Telecommun Ave Ejercito Libertador 441 Santiago Chile Pontificia Univ Catolica Chile Sch Engn Ave Vicuna Mackenna 4860 Santiago Chile Univ Adolfo Ibanez Fac Liberal Arts Ave Diagonal Torres 2640 Santiago Chile

Despite the recognised importance of collaborative problem-solving (CPS) skills for success, there is a lack of standardised curricula and widely adopted frameworks for assessing these skills, leading to difficulties in comparing them across different educational settings. This study aims to validate the use of a CPS skills assessment instrument based on the PISA Framework that focuses on measuring problem-solving skills among students of varying ages. A previously validated tool was used to analyse its invariance across grades and the trends between CPS skills and educational stages. A sample of 1024 students aged between 10 and 18 years, from Grades 5 to 12, from eight schools in Santiago, Chile, were assessed online during the COVID-19 pandemic. The data obtained demonstrated the reliability of assessing problem-solving dimension within CPS skills across educational grades. Measurement of invariance revealed a good fit and similarity across groups, with variations in mean scores suggesting the development of CPS skills with age. In particular, the monitoring dimension showed substantial growth from middle to high school. Statistical analyses confirmed significant differences in problem-solving dimension within CPS skills across grades, reinforcing the need for age-tailored educational strategies to enhance competency. This study contributes significantly to the discourse on problem-solving skill development within collaborative settings across primary and secondary education by emphasising the importance of accurate and reliable assessment tools in capturing these complex competencies.

关键词： collaborative problem-solving Assessment Primary and secondary education

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The effects of generative AI on collaborative problem-solving and team creativity performance in digital story creation: an experimental study

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INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION 2025年第1期22卷 1-27页

作者： Wei, Xiaodong Wang, Lei Lee, Lap-Kei Liu, Ruixue Northwest Normal Univ Sch Educ Technol Lanzhou Peoples R China Auburn Univ Dept Curriculum Instruct & Technol Montgomery AL USA Hong Kong Metropolitan Univ Sch Sci & Technol Hong Kong Peoples R China

As the demand for higher-order thinking skills continues to rise in the 21st century, the integration of Generative Artificial Intelligence (GAI) into educational practices has emerged as a promising tool. However, its full potential in enhancing collaborative problem-solving and team creativity within educational contexts, particularly in Digital Storytelling (DST), remains insufficiently explored. This study investigated the effects of GAI tools, including ChatGPT, Midjourney, and Runway, on university students' collaborative problem-solving (CPS) skills, Team Creativity Performance (TCP), and their perceptions of GAI's role in DST creation. Employing a mixed-methods approach, the study utilized pre- and post-surveys along with semi-structured interviews to assess these outcomes. Over a 20-week DST training program, sixty university students were randomly assigned to either an experimental group creating their DST with the aid of GAI tools or a conventional group designed DST via traditional methods. Results indicated that the integration of GAI tools in DST creation significantly enhanced students' CPS skills. Furthermore, the experimental group demonstrated better performance in team creativity, particularly in the user experience and novelty dimensions. It also revealed that while students generally held a positive attitude toward the use of GAI in DST creation, they also expressed concerns about potential cognitive offloading, over-reliance on GAI technology, and the lack of emotional support. This study offers valuable insights for educators and researchers seeking to incorporate GAI technologies into DST creation as a way to foster collaborative learning and creativity in educational settings.

关键词： Digital storytelling Generative artificial intelligence collaborative problem-solving Team creativity Higher education

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An instructional model development based on inquiry-based and problem-based approaches to enhance prospective teachers’ teamwork and collaborative problem-solving competence

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Social Sciences and Humanities Open 2025年 11卷

作者： Anchunda, Henry Yuh Kaewurai, Wareerat Department of Education Faculty of Education Naresuan University Phitsanulok 65000 Thailand

Teamwork and collaborative problem-solving skills are critical competencies for both prospective and practicing educators, as they foster a more effective, inclusive, and supportive educational environment that benefits both teachers and students. This study aimed to evaluate the efficacy of an instructional model grounded in inquiry-based and problem-based learning approaches for enhancing these competencies among prospective teachers. The analysis employed descriptive statistics, percentages, and content analysis to assess the model's impact. The findings demonstrated that the highly appropriate and feasible instructional model significantly improved prospective teachers' teamwork and collaborative problem-solving skills, achieving an enhancement rate of 82.06 % with prospective teachers expressing satisfaction and positive perception at a highest level. This result notably exceeded the stated criterion of 80 %, indicating the model's high effectiveness in advancing these essential competencies. © 2025

关键词： collaborative problem-solving Inquiry-based approach Instructional model development problem-based approach Teamwork

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Impact of eye movements and facial expressions on social performance during a collaborative problem-solving task

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ACTA PSYCHOLOGICA 2025年 254卷 104782页

作者： Miyamoto, Kana Tanaka, Hiroki Bagnou, Jennifer Hamet Prigent, Elise Benamara, Amine Le Scanff, Christine Martin, Jean-Claude Nakamura, Satoshi Clavel, Celine Nara Inst Sci & Technol Ikoma Japan Int Christian Univ Mitaka Japan Univ Paris Saclay CNRS Lab Interdisciplinaire Sci Numer Orsay France Univ Paris Saclay Lab Complex Innovat Act Motr & Sport Orsay France Univ Orleans CIAMS Lab Complex Innovat Act Motr & Sport Orleans France Chinese Univ Hong Kong Sch Data Sci Shenzhen Peoples R China

Social performance is associated with producing good relationships in social communication. In recent years, there has been a growing emphasis on the importance of collaborative problem- solving in social communication. Aiming to enhance collaborative problem-solving, we investigated the characteristics of behavioral signals that impact social performance. In this paper, we analyzed the eye movements and facial expressions of pairs of participants working on a collaborative problem-solving task online. Our eye movement analysis showed that the lower the percentage of looking at the conversation partner is and the higher the percentage of looking outside is, the lower is the social performance. Our facial expression analysis showed that the lower the intensity of expression is in inner brow raiser, the cheek raiser, and the lip corner puller, the lower is the social performance.

关键词： Social performance collaborative problem-solving Eye movements Facial expressions Anxiety Alexithymia

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collaborative problem-solving in Knowledge-Rich Domains: A Multi-Study Structural Equation Model

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INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED collaborative LEARNING 2024年第3期19卷 341-368页

作者： Brandl, Laura Stadler, Matthias Richters, Constanze Radkowitsch, Anika Fischer, Martin R. Schmidmaier, Ralf Fischer, Frank Ludwig Maximilians Univ Munchen Dept Psychol Leopoldstr 13 Munich Germany Ludwig Maximilians Univ Munchen LMU Univ Hosp Inst Med Educ Munich Germany IPN Leibniz Inst Sci & Math Educ Dept Math Educ Kiel Germany Ludwig Maximilians Univ Munchen LMU Univ Hosp Med Klin & Poliklin 4 Munich Germany

collaborative skills are crucial in knowledge-rich domains, such as medical diagnosing. The collaborative Diagnostic Reasoning (CDR) model emphasizes the importance of high-quality collaborative diagnostic activities (CDAs;e.g., evidence elicitation and sharing), influenced by content and collaboration knowledge as well as more general social skills, to achieve accurate, justified, and efficient diagnostic outcomes (Radkowitsch et al., 2022). However, it has not yet been empirically tested, and the relationships between individual characteristics, CDAs, and diagnostic outcomes remain largely unexplored. The aim of this study was to test the CDR model by analyzing data from three studies in a simulation-based environment and to better understand the construct and the processes involved (N = 504 intermediate medical students) using a structural equation model including indirect effects. We found various stable relationships between individual characteristics and CDAs, and between CDAs and diagnostic outcome, highlighting the multidimensional nature of CDR. While both content and collaboration knowledge were important for CDAs, none of the individual characteristics directly related to diagnostic outcome. The study suggests that CDAs are important factors in achieving successful diagnoses in collaborative contexts, particularly in simulation-based settings. CDAs are influenced by content and collaboration knowledge, highlighting the importance of understanding collaboration partners' knowledge. We propose revising the CDR model by assigning higher priority to collaboration knowledge compared with social skills, and dividing the CDAs into information elicitation and sharing, with sharing being more transactive. Training should focus on the development of CDAs to improve CDR skills.

关键词： collaborative problem-solving Simulation-based Learning Environment Diagnostic Activities Diagnostic Reasoning Medical Education

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Improving collaborative problem-solving skills via automated feedback and scaffolding: a quasi-experimental study with CPSCoach 2.0

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USER MODELING AND USER-ADAPTED INTERACTION 2024年第4期34卷 1087-1125页

作者： D'Mello, Sidney K. Duran, Nicholas Michaels, Amanda Stewart, Angela E. B. Univ Colorado Boulder Boulder CO 80309 USA Arizona State Univ Glendale AZ USA Univ Pittsburgh Pittsburgh PA USA

We present CPSCoach 2.0, an automated system that provides feedback, instructional scaffolding, and practice to help individuals improve three collaborative problem-solving (CPS) skills drawn from a theoretical CPS framework: construction of shared knowledge, negotiation/coordination, and maintaining team function. CPSCoach 2.0 was developed and tested in the context of computer-mediated collaboration (video conferencing) with an educational game. It automatically analyzes users' speech during a round of collaborative gameplay to provide personalized feedback and to select a target CPS skill for improvement. After multiple cycles of iterative testing and refinement, we tested CPSCoach 2.0 in a user study where 21 dyads (n = 42) completed four rounds of feedback and scaffolding embedded within five rounds of game-play in a single session. Using a quasi-experimental matching procedure, we found that the use of CPSCoach 2.0 was associated with improvement in CPS skill development compared to matched controls. Further, users found the automated feedback to be moderately accurate and had positive perceptions of the system, and these impressions were stronger for those who received higher scores overall. Results demonstrate the use of automated feedback and instructional scaffolds to support the development of CPS skills.

关键词： collaborative problem-solving Automated feedback Educational technology User study Computer-supported collaborative work

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Analysis of Coordination Mechanisms during collaborative problem-solving on an Interactive Tabletop Display

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COMPUTER SUPPORTED COOPERATIVE WORK-THE JOURNAL OF collaborative COMPUTING AND WORK PRACTICES 2024年第4期33卷 1071-1113页

作者： Maquil, Valerie Afkari, Hoorieh Arend, Beatrice Heuser, Svenja Sunnen, Patrick Luxembourg Inst Sci & Technol 5 Ave Hauts Fourneaux L-4362 Esch Sur Alzette Luxembourg Univ Luxembourg Porte Sci 11 L-4366 Esch Sur Alzette Luxembourg

Coordination is an important aspect of group work. Previous studies have shown how collocated multi-user interfaces, such as interactive tabletops, support coordination by providing a shared space that enhances workspace awareness. However, only little is known about the coordination processes that occur during problem-solving on such shared devices and how the design of features and interaction techniques can impact coordination behaviour. In this paper we analyse users' coordination mechanisms during joint manipulation tasks in Orbitia, an interactive tabletop-based problem-solving activity. The proposed design integrates a series of "breaches" seeking to challenge participants' collaboration by confronting them to different limitations. We report on a case study with five groups of three users (N = 15), jointly solving tasks while facing different challenges related to the activity interface and the environment. By analysing 135 min of video material along with their transcripts, we identified nine different coordination mechanisms that relate to either coordination of information or coordination of actions. By exploring the occurrences of these mechanisms, we found that sharing unsolicited task-relevant information is a common coordination behaviour that can be observed at interactive tabletops, and that with breaches, more explicit coordination in the form of direct requests, orders, or shadowing is used.

关键词： collaborative problem-solving Coordination Interactive tabletops Mixed-Methods Research Case Study

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Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach

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COMPUTERS IN HUMAN BEHAVIOR 2019年第0期98卷 41-49页

作者： Camacho-Morles, Jesus Slemp, Gavin R. Oades, Lindsay G. Pekrun, Reinhard Morrish, Lucy Univ Melbourne Melbourne Grad Sch Educ Ctr Posit Psychol Level 2100 Leicester St Carlton Vic 3010 Australia Univ Munich Dept Psychol Leopoldstr 13 D-80802 Munich Germany Australian Catholic Univ Inst Posit Psychol & Educ 33 Berry St Sydney NSW 2060 Australia

This study applied the control-value theory of achievement emotions to investigate the antecedents of achievement emotions experienced by adolescents in computer-based collaborative problem-solving (CPS) activities. In addition, it identified the set of discrete achievement emotions that adolescents experience in CPS scenarios. Results of structural equation modeling revealed that experiencing enjoyment was associated with higher task value and small increases in perceived academic control, whereas anger and boredom were negatively associated with control and value. Further, during CPS activities students experienced stronger positive activating emotions (e.g., enjoyment) more intensely than negative activating (e.g., anger) or deactivating emotions (e.g., boredom), providing us with the first profile of adolescents' emotions in the new CPS domain. These findings contribute uniquely to the field of affective computing, and specifically, are relevant to the development of advanced learning technologies (ALTs) used to automatically detect and respond to adolescents' emotions in CPS scenarios.

关键词： Achievement emotions collaborative problem-solving Enjoyment Boredom Anger

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Reducing seclusion and restraint in a child and adolescent inpatient area: implementation of a collaborative problem-solving approach

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AUSTRALASIAN PSYCHIATRY 2020年第5期28卷 578-584页

作者： Black, Valerie Bobier, Candace Thomas, Baiju Prest, Fiona Ansley, Chris Loomes, Barbara Eggleston, Glenda Mountford, Helen Princess Margaret Hosp Christchurch New Zealand Univ Otago Sch Med Dunedin New Zealand

Objective: The aim of this study was to determine whether implementation of a collaborative problem-solving approach would be associated with a decrease in seclusion and restraint in a child and adolescent inpatient unit. Method: A collaborative problem-solving (CPS) approach was implemented. Seclusion and restraint, length of treatment, clinician- and patient/parent-rated outcomes and staff utility and acceptability were surveyed pre and post implementation. Results: The number of restrictive events significantly decreased, including full restraint, partial restraint and seclusion. Length of treatment and routine clinician-rated outcome measures remained consistent. Patient or parent-rated outcomes showed greater reduction post implementation. Despite some initial scepticism, the staff found this approach useful. Conclusions: A CPS approach was successfully implemented, and in this naturalistic study was associated with a significant decrease in seclusions and restraints.

关键词： seclusion restraint collaborative problem-solving adolescent inpatient

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Using Automated Planning to Provide Feedback during collaborative problem-solving

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INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2023年第4期33卷 1057-1091页

作者： Rojas, Matias Saez, Cristian Baier, Jorge Nussbaum, Miguel Guerrero, Orlando Rodriguez, Maria Fernanda Pontificia Univ Catolica Chile Sch Engn Ave Vicuna Mackenna 4860 Santiago Chile Univ Diego Portales Fac Ingn & Ciencias Escuela Informat & Telecomunicac Santiago Chile

collaborative problem-solving Skills (CPS) have become increasingly important. Research into the development of CPS is still scarce, but there are several approaches that may be useful for its development. Specifically, providing feedback in collaborative contexts is key. In this paper, we study and develop a feedback system that uses Automated Planning techniques to promote communication among students. Our system is designed to be used in a real-world educational setting, considering the underpinning theory of when and how to give feedback. The system's frontend is a video game, which presents tasks that can only be solved when students collaborate. In the backend, the system computes the solution to the task in a partial-order plan using an automated planning engine. While it monitors the plan and provides feedback to students. We describe an experimental study involving 42 students aged between 10 and 13, in which we explore the effectiveness of the feedback that was given. We show that the feedback allowed the students to perform better in the game, improve their communication, and develop their collaborative problem-solving skills. We also describe a novel approach to monitoring multi-agent partial-order plans, specifically designed for plans with so-called independent chains, that is more efficient than previous approaches and therefore requires fewer computational resources in the classroom. This paper contributes to the literature in two ways. First, we propose a novel monitoring algorithm for partial-order plans that is better suited to educational settings. Second, we show that feedback extracted from a plan can promote reflection about collaborative problem-solving during a multi-agent activity.

关键词： Automated Planning Partial-Order Planning Feedback 21(st)-century skills collaborative problem-solving

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