The effects of a group awareness tool on knowledge construction in computer‐supported collaborative learning

Li, Yanyan; Li, Xiaoran; Zhang, Yuan; Li, Xin

doi:10.1111/bjet.13066

Cited by 29 publications

(18 citation statements)

References 39 publications

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“…On the contrary, synchronized physiological arousal occurred the least under motivational challenges. This result could be explained by previous findings that the unequal participation of team members is often overlooked because students are more concerned with completing tasks rather than other members’ engagement ( Li et al, 2021 ). This finding extends previous research by further indicating that this disregard can also be reflected in students’ physiological signals as members showed the least synchronized physiological response to motivational challenges.…”

Section: Discussionmentioning

confidence: 84%

“…Therefore, scripts or awareness tools are needed to help students better identify challenges and become more aware of their occurrence to respond to and regulate them promptly. In addition, the least synchronized physiological arousal under the motivation challenge should attract educators’ notice for the reason that this disregard for equal participation could lead to poor group performance in the long term ( Li et al, 2021 ). Instructional intervention, such as directly emphasizing the value of equal participation, should be implemented to guide students to pay more attention to group members’ engagement.…”

Section: Conclusion and Pedagogical Implicationsmentioning

confidence: 99%

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Exploring what synchronized physiological arousal can reveal about the social regulatory process in a collaborative argumentation activity

et al. 2023

Front. Psychol.

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Combining physiological measures with observational data (e.g., video or self-reports) to further capture and understand the temporal and cyclical process of social regulation has become a trend in the field. Synchronized physiological arousal is a particularly meaningful situation in collaboration. However, little attention has been given to synchronized physiological arousal episodes and their relationship with the social regulatory process. In addition, only a few research utilized heart rate (HR) as a physiological measure in the current collaboration literature. More research is necessary to reveal the potential of HR to expand the diversity of physiological indicators in the field. Therefore, the current study aimed to explore what synchronized physiological arousal can further reveal about the social regulatory process. To achieve this goal, this study designed a collaborative argumentation (CA) activity for undergraduates (mean age 20.3). It developed an arousal-regulation analysis platform, which could automatically detect synchronized physiological arousal in HR and align them with coding challenges and social regulation based on the timeline. In total, 14 four-member groups were recruited. After analyzing both videos and HR data, several findings were obtained. First, only one-third of episodes were synchronized physiological arousal episodes, and the situations where four members were all in arousal states were rare during CA. Second, synchronized physiological arousal was more sensitive to socio-emotional aspects of collaboration as the shared physiological arousal more frequently co-occurred with socio-emotional challenges and socio-emotional regulation, while it happened the least under motivational challenges. Third, synchronized physiological arousal has also been found to be associated with the challenges being regulated. Finally, pedagogical implications were suggested.

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Section: Discussionmentioning

confidence: 84%

Section: Conclusion and Pedagogical Implicationsmentioning

confidence: 99%

Exploring what synchronized physiological arousal can reveal about the social regulatory process in a collaborative argumentation activity

et al. 2023

Front. Psychol.

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“…In addition, Moon and Ke ( 2020 ) adopted game-based learning to enhance learning engagement and found that the types of learners’ in-game actions promoted differential learning engagement. Furthermore, previous studies have explored learning engagement from various perspectives, such as the factors influencing learning engagement (Yun et al, 2020 ), the promotion of learning engagement by blogs, mobile learning and assessment tools (Bedenlier et al, 2020 ), and methods for measurement of individual learning engagement (Li et al, 2021a , b , c ).…”

Section: Literature Reviewmentioning

confidence: 99%

An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL

Zheng

Long

Niu

et al. 2023

Intern. J. Comput.-Support. Collab. Learn

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Learning engagement has gained increasing attention in the field of education. Previous studies have adopted conventional methods to analyze learning engagement, but these methods cannot provide timely feedback for learners. This study analyzed automated group learning engagement via deep neural network models in a computer-supported collaborative learning (CSCL) context. A quasi-experimental research design was implemented to examine the effects of the automated group learning engagement analysis and feedback approach on collaborative knowledge building, group performance, socially shared regulation, and cognitive load. In total, 120 college students participated in this study; they were assigned to 20 experimental groups and 20 control groups of three students each. The students in the experimental groups adopted the automated group learning engagement analysis and feedback approach, whereas those in the control groups used the traditional online collaborative learning approach. Both quantitative and qualitative data were collected and analyzed in depth. The results indicated significant differences in group learning engagement, group performance, collaborative knowledge building, and socially shared regulation between the experimental and control groups. The proposed approach did not increase the cognitive load for the experimental groups. The implications of the findings can potentially contribute to improving group learning engagement and group performance in CSCL.

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“…Within GA literature, the concept itself is mostly ill-defined since tools rather than the psychological construct itself have been the focus of most of this research. If definitions are proposed, they refer to the concept as "knowledge" (e.g., Kirsch Pinheiro & Souveyet, 2018;Strauß & Rummel, 2021;Yilmaz & Yilmaz, 2020) or "knowledge and perception" (e.g., Buder & Bodemer, 2008;Erkens & Bodemer, 2019), "understanding" (e.g., Ma et al, 2020, following Dourish & Bellotti, 1992, "information" (e.g., Kirsch Pinheiro & Souveyet, 2018;Ma et al, 2020) or "information that allows to understand" (e.g., Papadopoulos et al, 2018), "(state of) being informed" (e.g., Buder et al, 2021;Cheng et al, 2021;Lin et al, 2016;Schnaubert & Bodemer, 2019following Bodemer & Dehler, 2011, "consciousness and information" (e.g., Li et al, 2021following Gross et al, 2005 or "information that is mentally present" (Bodemer et al, 2018). Thus, to describe or even define GA, researchers often use a variety of terms related to awareness, but not quite capturing all facets.…”

Section: Defining Aspects Of Group Awarenessmentioning

confidence: 99%

Group awareness and regulation in computer-supported collaborative learning

Schnaubert

Bodemer

2022

Intern. J. Comput.-Support. Collab. Learn

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Group awareness is of critical relevance for collaborative learning and interaction and is thus often referred to in CSCL research. However, the concept is only vaguely defined as some kind of understanding or perception of characteristics of learning partners or the collaborating group. Most CSCL research activities concerned with group awareness aim at modifying learners' awareness using so-called group awareness tools. However, there are much less attempts to measure group awareness and to conceptualize its formation. Thus, building on existing group awareness research, this article derives a conceptualization with six defining aspects of group awareness: (1) group awareness is cognitive, (2) group awareness is conscious, (3) group awareness is current, (4) group awareness is individual, (5) group awareness is social, and (6) group awareness is perceived as valid. Additionally, while it is often assumed that group awareness builds on self-regulatory skills, its role in regulating behavior and cognition within a social context is seldom explored. Thus, this article aims at defining and analyzing the concept of group awareness, specifying its relation to regulatory processes, and sketching possible research paths whilst building on, complementing, and informing tool-driven research.

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The effects of a group awareness tool on knowledge construction in computer‐supported collaborative learning

Abstract: The present study attempts to examine the effects of group awareness on knowledge construction and further surveys in what ways the different group awareness types support the collaboration in CSCL.| 1179 EFFECT OF A GA TOOL ON KNOWLEDGE CONSTRUCTION IN COMPUTER IN CSCL

Cited by 29 publications

References 39 publications

Exploring what synchronized physiological arousal can reveal about the social regulatory process in a collaborative argumentation activity

Exploring what synchronized physiological arousal can reveal about the social regulatory process in a collaborative argumentation activity

An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL

Group awareness and regulation in computer-supported collaborative learning

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