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Exploring the effects of roles and group compositions on social and cognitive interaction structures in online collaborative problem-solving

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EDUCATION AND INFORMATION TECHNOLOGIES 2024年第14期29卷 18149-18180页

作者： Tang, Yeye Du, Xu Hung, Jui-Long Li, Hao Tang, Hengtao Xie, Yiqian Cent China Normal Univ Natl Engn Res Ctr Elearning Wuhan 430079 Peoples R China Cent China Normal Univ Natl Engn Lab Educ Big Data Wuhan 430079 Peoples R China Boise State Univ Dept Educ Technol 1910 Univ Dr Boise ID 83725 USA Univ South Carolina Dept Leadership Learning Design & Inquiry Columbia SC USA

collaborative problem-solving (CPS) involves the interaction and interdependence of students' social and cognitive skills, making it a complex learning process. To delve into the complex dynamics of CPS, previous research has categorized socio-cognitive roles, providing insights into social-cognitive frameworks. However, despite the specific cognitive and social interaction structures employed by roles to engage in CPS interactions, most existing research primarily focuses on individual roles, neglecting inter-role interactions. To fill this gap, twelve triad groups were formed by engaging 36 undergraduate students in online CPS activities to examine differences in social and cognitive interaction structures across different roles and group compositions. Additionally, analyze the differences in CPS processes among various group compositions. The analyses identified five roles (Lurkers, Followers, Drivers, Influential Actors, and Innovators) and three group compositions (Balanced groups, Decentralized groups, and Power Struggle groups). The socio-cognitive structure of Balanced groups, along with other evidence, indicates effective information sharing and negotiation interactions. In contrast, Decentralized and Power Struggle groups exhibited various deficiencies in their socio-cognitive structures, negatively impacting group collaboration processes. These insights provide educators with a comprehensive guide to fostering effective group compositions and role dynamics in online CPS settings, thereby enhancing the overall success of CPS. Additionally, possible activity design considerations and scaffolding strategies are also discussed.

关键词： collaborative problem-solving Roles Group compositions collaborative problem-solving process Epistemic network analysis

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Teaching Software Development for Real-World problems using a Microservice-Based collaborative problem-solving Approach 46

Teaching Software Development for Real-World Problems using ...

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ACM/IEEE 44th International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

作者： Lau, Yi Meng Koh, Christian Michael Jiang, Lingxiao Singapore Management Univ Sch Comp & Informat Syst Singapore Singapore

ISBN: (纸本)9798400704987

Experienced and skillful software developers are needed in organizations to develop software products effective for their business with shortened time-to-market. Such developers will not only need to code but also be able to work in teams and collaboratively solve real-world problems that organizations are facing. It is challenging for educators to nurture students to become such developers with strong technical, social, and cognitive skills. Towards addressing the challenge, this study presents a collaborative Software Development Project Framework for a course that focuses on learning microservices architectures and developing a software application for a real-world business. Students get to work in teams to solve a real-world problem of their own choice. They are given opportunities to recognize that the software development process goes beyond writing code and that social and cognitive skills in engaging with each other are also essential. By adopting microservices architectures in the course, students learn to break down the functionalities of their applications into smaller pieces of code with standardized interfaces that can be developed, tested, and deployed independently. This not only helps students to learn various technical skills needed for developing and implementing the functionalities needed by the application in the form of microservices but also facilitates task allocation and coordination among their team members and provides a platform for them to solve problems collaboratively. Upon completion of their projects, students are also asked to reflect on their development process and encouraged to think beyond the basics for better software design and development approaches. The course curriculum incorporates the framework, especially for the student team projects. The earlier teaching weeks introduce a combination of concepts and lab exercises to students as the building blocks. The survey studies show that the framework is effective in enhancing th

关键词： software development collaborative problem-solving real-world solutions microservices architectures

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Can LLMs evaluate items measuring collaborative problem-solving? 1

Can LLMs evaluate items measuring collaborative problem-solv...

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1st Workshop on Automated Evaluation of Learning and Assessment Content, EvalLAC 2024

作者： Anghel, Ella Wang, Yu Gopalakrishnan, Madhumitha Mansukhani, Pranali Bergner, Yoav International Study Center Lynch School of Education and Human Development Boston College 140 Commonwealth Ave Chestnut HillMA02467 United States Department of Administration Leadership & Technology New York University Steinhardt School of Culture Education & Human Development 82 Washington Square East New YorkNY10003 United States

collaborative problem-solving (CPS) is a vital skill for students to learn, but designing CPS assessments is challenging due to the construct’s complexity. Advances in the capabilities of large language models (LLMs) have the potential to aid the design and evaluation of CPS items. In this study, we tested whether six LLMs agree with human judges on the quality of items measuring CPS. We found that GPT-4 was consistently the best-performing model with an overall accuracy of .77 (k = .53). GPT-4 did the best with zero-shot prompts, with other models only marginally benefiting from more complex prompts (few-shot, chain-of-thought). This work highlights challenges in using LLMs for assessment and proposes future research directions on the utility of LLMs for assessment design. © 2024 Copyright for this paper by its authors.

关键词： collaborative problem-solving item evaluation large language models prompt engineering

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Distributed team cognition and collaborative problem-solving in project management

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INTERNATIONAL JOURNAL OF MANAGING PROJECTS IN BUSINESS 2023年第6-7期16卷 713-742页

作者： Fernandes, Roberto Godoy da Silva, Luciano Ferreira Vils, Leonardo Univ Nove Julho Masters & Doctoral Program Project Management Sao Paulo Brazil

Purpose - The purpose of this paper is to verify how distributed cognition enhances collaborative problem-solving in the context of projects. Design/methodology/approach - Using qualitative research and in-depth interviews, a sample of 32 project managers with experience in traditional and agile methods acting in Brazil and internationally participated in the research process. The analysis process, utilising coding techniques, involved stages: open, axial, coding and selective coding. These stages encompassed the evaluation of categories based on a hierarchy, in order to determine an appropriate level of abstraction that properly explains theoretical findings. Findings - The results indicate that distributed team cognition is significant for collaborative problemsolving. The data from the interviews allowed the proposal of a model of cognition, and the identification of the elements that support it. Practical implications - Understand how aspects of distributed team cognition can impact the behaviours of the project professional and contribute to problem-solving in the project environment. Originality/value - The elements observed affects the collaborative problem-solving by presenting a model of distributed cognition, which is composed by directed communication, collective interaction, trust building and collaborative behaviour.

关键词： Project management Distributed team cognition Cognitive style of leadership Stakeholder relationship and tension Learning collaborative problem-solving

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The relationship between social media-related factors and student collaborative problem-solving achievement: an HLM analysis of 37 countries

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EDUCATION AND INFORMATION TECHNOLOGIES 2023年第11期28卷 14071-14089页

作者： Wang, Meishu Yu, Rushi Hu, Jie Zhejiang Univ Inst Asian Civilizat Sch Int Studies Global Competency CtrDept Linguist 866 Yuhangtang Rd Hangzhou 310058 Zhejiang Peoples R China

Knowledge and abilities with social media technologies are perceived as critical premises for human development. Familiarity with different types of social media technologies has become pivotal for collaborative learning and successfully solving problems. This study examined the impact of social media technologies, compartmentalized into social media usage and students' attitudes towards social media usage, on their collaborative problem-solving (CPS) achievement by adopting the sample from the PISA 2015 dataset across 37 countries/regions. A three-level hierarchical linear model (HLM) was adopted to identify the significant factors related to CPS achievement. Results indicated that social media usage had a significant impact on CPS achievement and they are varied in terms of different learning contexts, different social media types (e.g., e-mails, social networking sites), and different purposes of social media use (leisure or academic use). Furthermore, students who had a more positive attitude toward social media were more likely to achieve higher CPS performance.

关键词： Social media Educational technologies collaborative problem-solving Secondary students Programme for International Student Assessment (PISA)

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Understanding college students' cognitive engagement in online collaborative problem-solving: A multimodal data analysis

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DISTANCE EDUCATION 2023年第2期44卷 306-323页

作者： Tang, Hengtao Dai, Miao Du, Xu Hung, Jui-Long Li, Hao Univ South Carolina Dept Educ Studies Columbia SC USA Cent China Normal Univ Natl Engn Res Ctr Elearning Wuhan Peoples R China Cent China Normal Univ Natl Engn Lab Educ Big Data Wuhan Peoples R China Boise State Univ Dept Educ Technol Boise ID USA

Laboratory experience is critical to foster college students' collaborative problem-solving (CPS) abilities, but whether students stay cognitively engaged in CPS tasks during online laboratory sessions remains unknown. This study applied multimodal data analysis to examine college students' (N = 36) cognitive engagement in CPS during their online experimentation experience. Groups of three collaborated on CPS tasks via shared worksheets and computer-based simulations on videoconferences. Portable electroencephalogram instruments were used to determine students' levels of cognitive engagement in CPS activities. The multimodal data analysis (e.g., electroencephalogram, surveys, and artifacts) results showed a significant difference in students' cognitive engagement between different phases of CPS. The students' cognitive engagement significantly differed between groups who did and did not complete the task. Additionally, intrinsic motivation predicted students' cognitive engagement in the completion groups while self-efficacy was the primary predictor of cognitive engagement for the groups who did not complete the task.

关键词： collaborative problem-solving multimodal analytics electroencephalogram cognitive engagement online post-pandemic

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Evaluating the Impact of the Curriculum Structure on Group Metacognition During collaborative problem-solving Using Educational Robotics

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TECHTRENDS 2022年第5期66卷 771-783页

作者： Socratous, Chrysanthos Ioannou, Andri Cyprus Univ Technol Cyprus Interact Lab Limassol Cyprus Res Ctr Interact Media Smart Syst & Emerging Tech Nicosia Cyprus

Educational robotics (ER) has emerged as a novel educational tool that enables students to improve their thinking skills. The study aims to compare the effect of a structured versus an unstructured ER curriculum on students' group metacognition during collaborative problem-solving with ER. The authors' hypothesis is that an unstructured ER curriculum might be more beneficial in supporting young learners' group metacognition in programming contexts. This study follows a quasi-experimental design with students (n = 35) split into two comparison groups - a structured ER curriculum group and an unstructured one. The results show that students in the structured curriculum group demonstrated higher levels of group metacognition and better collaboration. Furthermore, using a micro-ecological approach, the study reveals that individual metacognitive contributions from students in the unstructured curriculum group had a systemic impact on the group work progress.

关键词： Educational robotics Group metacognition Collaboration Productive failure collaborative problem-solving Programming

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Neurodiverse Human-Machine Interaction and collaborative problem-solving in Social VR 22

Neurodiverse Human-Machine Interaction and Collaborative Pro...

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10th International Conference on Human-Agent Interaction (HAI)

作者： Nalepka, Patrick Caruana, Nathan Kaplan, David M. Kallen, Rachel W. Pellicano, Elizabeth Richardson, Michael J. Macquarie Univ Sch Psychol Sci Sydney NSW Australia Macquarie Univ Ctr Elite Performance Expertise & Training Sydney NSW Australia Macquarie Univ Macquarie Sch Educ Sydney NSW Australia UCL Dept Clin Educ & Hlth Psychol London England

ISBN: (纸本)9781450393232

Social motor coordination is an important mechanism responsible for creating shared understanding but can be a challenge for Autistic individuals. Social virtual reality (VR) provides an opportunity to create a safe and inclusive environment for which interactions can be augmented to promote social interactivity. Due to the bi-directional nature of social interaction and adaptation, we created a framework to explore social motor coordination with a virtual artificial agent which can exhibit human-like behaviors. In this experiment, we assessed the interactive behaviors of participants completing a collaborative problem-solving task with the agent using multidimensional cross-recurrence quantification analysis (mdCRQA). Our results show that participants who discovered novel solutions to the task exhibited greater coupling to the artificial agent regardless of participant characteristics. Future work will explore how social VR environments can be augmented to promote social coordination.

关键词： social VR virtual agents collaborative problem-solving coordination autism spectrum disorder (ASD)

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The effects of online collaborative environments and scaffoldings on student engagement in collaborative problem-solving process

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Education and Information Technologies 2025年 1-26页

作者： Zhang, Ning Lao, Siqi Qiu, Zhi Yang, Yichuan Ouyang, Fan College of Education Zhejiang University Hangzhou China College of Control Science and Engineering Zhejiang University Hangzhou China

collaborative problem-solving is a critical 21st-century skill, yet how scaffolding strategies (idea-oriented cognitive stimulation or task-oriented procedural support) shape student engagement across diverse online collaborative environments is insufficiently understood. This lack of understanding makes it challenging to design productive strategies to enhance student learning and collaboration. To address this gap, a 2 × 2 factorial design was used with the factors of online collaborative environment (virtual reality (VR) vs. web-conferencing (WC)) and scaffolding (idea-oriented scaffolding (IS) vs. task-oriented scaffolding (TS)). A multi-method approach was used to examine the effects of online collaborative environments and scaffoldings on student engagement in collaborative problem-solving process. Research revealed that IS enhanced behavioral and social engagement in WC and adjusted cognitive and emotional engagement in VR. Conversely, TS supported behavioral and social engagement in VR and fostered behavioral and social engagement in WC. Additionally, TS promoted more diverse interactions across emotional, cognitive, and social dimensions in different online collaborative environments compared to IS. Based on the results, this research proposed three pedagogical implications for tailoring scaffolding strategies to specific online collaborative environments and three analytical implications to enhance the understanding of student engagement in collaboration.

关键词： collaborative problem-solving Learning analytics Online collaborative environments Scaffolding Student engagement

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Development of Group Cognition in Online collaborative problem-solving Processes

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2022年第3期60卷 599-630页

作者： Ouyang, Fan Ling, Tengjiao Jiao, Pengcheng Zhejiang Univ Coll Educ Hangzhou Peoples R China Xue Tong Sci & Technol Ltd Hangzhou Peoples R China Zhejiang Univ Ocean Coll Zhoushan Peoples R China

Group cognition is a cognitive science concept that studies how groups think, learn, and work. Most research investigates group cognition as a qualitative-oriented phenomenon. From a quantitative perspective, this research proposes a measure equation of group cognition, conducts empirical research during online collaborative problem-solving, and uses multiple quantitative methods to examine group cognition complemented with qualitative microanalysis. Specifically, social network analysis, behavioral pattern analysis, and quantitative content analysis are used to measure three groups' group cognition. Results show that only one group successfully develops group cognition through synergistic coordination of social, behavioral, and cognitive activities. Students in the other two groups either take separate responsibilities to cooperate or have unequal participations, which indicates an inadequacy of group cognition. The extent that three groups develop group cognition is consistent with the order of groups' final performance scores. Research analytical and pedagogical implications are provided to advance research and practice of group cognition.

关键词： Group cognition computer-supported collaborative learning collaborative problem-solving mixed methods knowledge building

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