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The coordination of cognitive and non-cognitive interactive processes contributes to successful collaboration in groups, but it is hard to evidence in computer-supported collaborative learning (CSCL). Monitoring is a metacognitive process that can be an indicator of a student's ability to recognize success or failure in collaboration. This study focuses on how monitoring occurs in CSCL during a collaborative exam situation by examining how individual student contributions to monitoring processes are related to physiological synchrony and physiological arousal in groups. The participants were organized in four groups of three members each, and they wore sensors that measured their physiological activity. The data consist of video recordings from collaborative exam sessions lasting 90 minutes and physiological data captured from each student with Empatica 4.0 sensors. The video data were analyzed using qualitative content analysis to identify monitoring events. Students' physiological arousal was determined through peak detection, and physiological concordance was used as an index for the students' physiological synchrony. The individual and group level analysis investigated arousal and physiological synchrony in concordance with monitoring during the collaborative exam. The results showed that, in each group, each student contributed to joint monitoring. In addition, the monitoring activities exhibited a significant correlation with the arousal, indicating that monitoring events are reflected in physiological arousal. Physiological synchrony occurred within two groups, which experienced difficulties during the collaborative exam, whereas the two groups who had no physiological synchrony did not experience difficulties. It is concluded that physiological synchrony may be a new indicator for recognizing meaningful events in CSCL

There is a growing body of research on physiological synchrony (PS) in Collaborative Problem Solving (CPS). However, the current literature presents inconclusive findings about the way in which PS is reflected in cognitive and affective group processes and performance. In light of this, this study investigates the relationship between PS and metacognitive experiences (ie, judgement of confidence, task interest, task difficulty, mental effort and emotional valence) that are manifested during CPS. In addition, the study explores the association between PS and group performance. The participants were 77 university students who worked together on a computer‐based CPS simulation in groups of three. Participants’ electrodermal activity (EDA) was recorded as they worked on the simulation and metacognitive experiences were measured with situated self‐reports. A Multidimensional Recurrence Quantification Analysis was used to calculate the PS among the collaborators. The results show a positive relationship between continuous PS episodes and groups’ collective mental effort. No relationship was found between PS and judgement of confidence, task interest, task difficulty or emotional valence. The relationship between PS and group performance was also non‐significant. The current work addresses several challenges in utilising multimodal data analytics in CPS research and discusses future research directions.