A Tough Nut to Crack

Abstract

The purpose of our project is to explore the measurement of cognitive skills in the domain of science through collaborative problem solving tasks, measure the collaborative skills, and gauge the potential feasibility of using game-like environments with avatar representation for the purposes of assessing the relevant skills. We are comparing students' performance in two conditions. In one condition, students work individually with two virtual agents in a game-like task. In the second condition, dyads of students work collaboratively with two virtual agents in the similar game-like task through a chat box. Our research is motivated by the distributed nature of cognition, extant research on computer-supported collaborative learning (CSCL) which has shown great value of collaborative activities for learning, and the framework for the Programme for International Student Assessment (PISA) framework. This chapter focuses on the development and implementation of a conceptual model to measure individuals' cognitive and social skills through collaborative activities.

Cross-Disciplinary Research on Learning and Instruction – Coming to Terms

“…Collaborative problem solving involves cognitive skills, such as defining the problem at hand and social skills, such as establishing a shared understanding (Graesser et al, 2018). Regarding the collaborative problem-solving process, four skills are considered to be of major relevance (Liu et al, 2016;Hao and Mislevy, 2019):…”

“…(1) Sharing ideas refers to how individuals bring divergent ideas into a collaborative process (Liu et al, 2016). (2) Negotiating ideas refers to building collaborative knowledge and constructing processes within a group.…”

Characterizing Interactive Communications in Computer-Supported Collaborative Problem-Solving Tasks: A Conditional Transition Profile Approach

“…The responses to the questions were scored based on the rubrics shown in Zapata-Rivera et al (2014). We developed a framework for coding the communication data in CPS (Liu et al, 2015) based on CSCL literature and the assessment frameworks from PISA 2015 (Organization for Economic Co-operation and Development, 2013) and ATC21S (Griffin et al, 2012). This framework considers four skills, namely, sharing ideas, negotiating ideas, regulating problem-solving and maintaining communication, which have been identified to be highly relevant to the CPS activity we are targeting.…”

“…The analysis of communication data (or discourse analysis as it is often called in the computer-supported collaborative learning (CSCL) community) usually starts with the coding or labeling of each turn (or several turns that constitute large speech units) of communications based on a framework (rubrics) being developed to address specific research questions. For example, a number of coding frameworks have been developed to analyze different aspects of the communications among team members, such as the coding framework for collaborative problem solving (CPS) skills (Liu et al, 2015), for the interactive patterns in collaboration (Andrews et al, 2017), for cohesion and language (Graesser et al, 2004; Dowell et al, 2016), and for dialog acts (Allen and Core, 1997). Based on human-coded discourse, natural language processing (NLP) techniques can be employed to automate the annotation to an accuracy level that is close to human coding (Rosé et al, 2008; Rus et al, 2015; Flor et al, 2016; Hao et al, 2017a).…”

Kollaboratives Problemlösen in PISA 2015: Deutschland im Fokus

“…B. Liu, Hao, von Davier, Kyllonen & Zapata-Rivera, 2016), die hier nur exemplarisch angerissen werden, um aufzuzeigen, wie interdisziplinär der Forschungsbereich aktuell aufgestellt wird. So werden etwa Prinzipien der Aufgabenkonstruktion untersucht (z.…”