Co-creating scripts in computer-supported collaborative learning and its effects on students’ logical thinking in earth science

Ramirez, Hazel Joyce M.; Monterola, Sheryl Lyn C.

doi:10.1080/10494820.2019.1702063

Cited by 13 publications

(7 citation statements)

References 27 publications

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“…In addition, external scripts present cues that encourage learners to assume roles such as "analysers" or "critics" (Dillenbourg & Jermann, 2007). Previous studies have found that CSCL with external scripts significantly facilitated collaboration compared to those without external scripts (Ramirez & Monterola, 2019). Therefore, in this study, in addition to the mobile device-student ratio, external scripts provided by instructors may influence the behavioural patterns of group interaction during collaborative learning when adopting VMs.…”

Section: External Scripts For Collaborationmentioning

confidence: 77%

Exploring behavioural patterns of virtual manipulatives supported collaborative inquiry learning: Effect of device‐student ratios and external scripts

Wang

Liu

2021

Computer Assisted Learning

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Background: Virtual manipulatives (VMs) are increasingly adopted in inquiry activities. However, the effects of the ratio of mobile device-based VMs to students and external scripts (a guiding structure for prompting group process) provision on group interaction has not been detailed.Objectives: This study proposed four different technology affordance conditions for collaborative inquiry learning: 1:1 device-student ratio (one tablet per student) with external scripts, 1:m ratio (one tablet per group) with external scripts, 1:1 ratio without external scripts, and 1:m ratio without external scripts. The purpose of this study is to identify the effect of technology affordances on group behavioural patterns during collaborative inquiry learning.Methods: The research participants were 21 fifth-grade students from 4 classes (totalling 130 students) in a public elementary school. Students' collaborative inquiry behavioural patterns were video-recorded during three themed inquiry activities. To identify the behavioural patterns of groups, this study developed an action-oriented coding scheme for collaborative inquiry learning emphasizing and coded student actions during cooperation. Through lag sequential analysis and dialog content analysis, the behavioural transition modes of groups were obtained. Results:The results show that device-student ratios and external scripts affect behavioural patterns through resource coordination, information interaction, collaborative atmosphere, and task awareness.Implications: In mobile device-support collaborative inquiry learning, the 1:m devicestudent ratio yielded more exchanges to test and apply new constructions than that of the 1:1 ratio. External scripts were more applicable to the 1:m condition than to the 1:1 condition.

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Section: External Scripts For Collaborationmentioning

confidence: 77%

Exploring behavioural patterns of virtual manipulatives supported collaborative inquiry learning: Effect of device‐student ratios and external scripts

Wang

Liu

2021

Computer Assisted Learning

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“…Collaborative authoring has been introduced as a new method to assist learning with the help of technology, mainly improving the reusability of the fusion of technology and knowledge output (Khan et al, 2021). Previous research has shown that collaborative authoring is useful for educational purposes with technological support (Ramirez & Monterola, 2022). In addition, WcAR system can facilitate interaction and collaboration among students, encouraging them to become active learners.…”

Section: Collaborative Authoringmentioning

confidence: 99%

Technology acceptance of a wearable collaborative augmented reality system in learning chemistry among junior high school students

Du,

DeWitt

2023

JPR

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Concepts related to molecular structure are often challenging for students to visualize and comprehend. Augmented reality has emerged as a promising solution to this problem, providing students with opportunities to manipulate and visualize chemical molecular structures to improve their understanding. Furthermore, collaborative learning environments have the potential to enhance student learning by fostering knowledge sharing and collaborative authoring. However, there is a dearth of research exploring students' acceptance of augmented reality in a collaborative learning context. Therefore, this study aims to investigate the technology acceptance of a wearable collaborative augmented reality system in chemistry education among junior high school students. Specifically, 124 students used Microsoft® HoloLens 2 device to learn about chemical molecular structure. Data was collected using the Extended Technology Acceptance Questionnaire after participants used the system and analyzed using Partial Least Squares Structural Equation Modeling. The extended model takes knowledge sharing, collaborating learning, and collaborative authoring as exogenous variables with perceived ease of use and perceived usability and finally produces a structural model that leads to behavioral usage intentions. The hypotheses tested in this study were accepted as the relationships were significant. Knowledge sharing, collaborative learning, and collaborative authoring have a positive impact on perceived usefulness and perceived ease of use respectively; and perceived usefulness and perceived ease of use have significant effects on behavioral intention to use respectively. This study conclusively demonstrated the hypothesized relationships. Evidence from these results provides comprehensive insights that can help policymakers and educators better understand the factors influencing the adoption of wearable collaborative augmented reality.

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“…The first approach adopts the relational ties perspective to investigate interaction relations using different measurements of relational ties; the second approach adopts the network modes perspective to investigate students' relations mediated by knowledge construction processes; and the third approach combines content analysis, sequential analysis, and SNA to investigate temporal and transitional aspects. Ramirez and Monterola (2022) engaged group members in co-creating scripts (ie, creating new questions, proposing answers, and combining the proposed answer and information from the courseware module) in an earth science course and found that CSCL with scripting significantly promoted the development of logical thinking. Furthermore, knowledge building is central to CSCL, and knowledge building supports high group performance (Zheng et al, 2021a).…”

Section: Literature Review Csclmentioning

confidence: 99%

An automatic knowledge graph construction approach to promoting collaborative knowledge building, group performance, social interaction and socially shared regulation in CSCL

Zheng

Niu

Long

et al. 2022

Brit J Educational Tech

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Computer‐supported collaborative learning (CSCL) has been an effective pedagogy in the field of education. However, productive collaborative learning often does not occur spontaneously, and learners often have difficulties with collaborative knowledge building and socially shared regulation. To address this research gap, this study proposes an automatic knowledge graph construction approach based on deep neural network models. In total, 63 groups comprising 189 college students participated in this study and were assigned to three conditions, namely, the automatic activated and unactivated knowledge graph (AAUKG) condition, the automated activated knowledge graph (AAKG) condition, and the traditional online collaborative learning (TOCL) condition. The findings revealed that the AAUKG approach had more significant and positive impacts on collaborative knowledge building, group performance, social interaction, and socially shared regulation than the AAKG and TOCL approaches. This study provides substantial evidence of utilising both automatically activated and unactivated knowledge graphs to improve collaborative learning performance. What is already known about this topic Knowledge graphs have been widely used in many fields for searches, recommendations, analytics, and automation. Researchers have explored how to construct knowledge graphs. However, few studies have automatically constructed knowledge graphs in the CSCL context. What this paper adds An automatic knowledge graph construction approach is proposed and validated in the CSCL context. The findings indicate that the AAUKG approach has more significant and positive impacts on collaborative knowledge building, group performance, social interaction, and socially shared regulation than the AAKG and TOCL approaches. Implications for practice and/or policy The AAUKG approach is an effective method for improving knowledge building and group performance in the CSCL context. Researchers and practitioners are encouraged to consider how knowledge graphs can be applied to facilitate collaborative learning efficiently.

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Co-creating scripts in computer-supported collaborative learning and its effects on students’ logical thinking in earth science

Cited by 13 publications

References 27 publications

Exploring behavioural patterns of virtual manipulatives supported collaborative inquiry learning: Effect of device‐student ratios and external scripts

Exploring behavioural patterns of virtual manipulatives supported collaborative inquiry learning: Effect of device‐student ratios and external scripts

Technology acceptance of a wearable collaborative augmented reality system in learning chemistry among junior high school students

An automatic knowledge graph construction approach to promoting collaborative knowledge building, group performance, social interaction and socially shared regulation in CSCL

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