Collaborative problem-solving (CPS) is a fundamental skill for success in modern societies, and part of many common constructivist teaching approaches. However, its effective implementation and evaluation in both digital and physical learning environments are challenging for educators. This paper presents an original method for identifying differences in CPS behaviours when groups of students are taking part in face-to-face practice-based learning (PBL). The dataset is based on high school and university students' hand position and head direction data, which can potentially be automated deploying existing multimodal learning analytics systems. The framework uses Nonverbal Indexes of Students' Physical Interactivity (NISPI) to interpret the key parameters of students' CPS competence. The results show that the NISPI framework can be used to judge students' CPS competence levels accurately based on their non-verbal behaviour data. The findings have significant implications for design, research and development of educational technology.

Abstract:A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that 'afford' activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning. Keywords:Narrative, hypertext, non-linear, learning. Interactive materials:The MENO (Multimedia, Education and Narrative Organisation) Project has further information about the research presented: http://meno.open.ac.uk/meno/default.html A demonstration of the Galapogas CD-ROM evaluated will be added shortly. Commentaries:All JIME articles are published with links to a commentaries area, which includes part of the article's original review debate. Readers are invited to make use of this resource, and to add their own commentaries. The authors, reviewers, and anyone else who has 'subscribed' to this article via the website will receive e-mail copies of your postings.commentaries. The authors, reviewers, and anyone else who has 'subscribed' to this article via the website will receive e-mail copies of your postings. Laurillard, et al. IntroductionThe work we describe here is a collaborative research project deriving initially from a series of projects and theses focused on how students learn through multimedia. The MENO project (Multimedia, Education and Narrative Organisation 1 ) was designed to develop our understanding of the form and function of narrative in educational interactive multimedia programmes. The research question concerns the fact that educational media, such as lectures, books, TV programmes, are all narrative in form, and for good reason. Narrative provides a macro-structure, which creates global coherence, contributes to local coherence and aids recall through its network of causal links and sign posting. The structure provides a linear dynamic using a variety of structural cues, such as headings, textual signposts, and paragraphing, to allow learners to maintain their plans and goals. It has both cognitive and affective impact, performing an essential organising function for the learner by shaping the creation of meaning from texts of all kinds. Narrative is fundamentally linked to cognition and so is particularly relevant to the design of multimedia for learning.C...

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