Collaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving

Graesser, Arthur C.; Greiff, Samuel; Stadler, Matthias; Shubeck, Keith T.

doi:10.1016/j.chb.2019.09.010

Cited by 13 publications

(4 citation statements)

References 4 publications

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“…In PISA 2012, problem solving competency was first tested via computers (Zhao et al, 2019). Compared with PISA 2012, CPS assessment in PISA 2015 underlined that there was a common goal in the group, which cannot be achieved by an individual alone; instead, it required all members to share their own understanding and exert themselves (Graesser et al, 2020).…”

Section: Literature Review Theoretical Framework Of Cpsmentioning

confidence: 99%

Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

2021

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Collaborative problem solving (CPS) competency is critical in the twenty-first century. The Program for International Student Assessment (PISA) launched a large-scale assessment of CPS competency for the first time in 2015. Beijing, Shanghai, Jiangsu, and Guangdong provinces in China participated the assessment and scored an average of 496, which was slightly lower than the OECD average 500 and ranked 25th among the 51 countries and economies participating in the assessment. Therefore, this research was conducted to dig into the factors predicting students’ CPS competency, and help students improve it. Most research about CPS has fallen into the construction of the CPS framework and the effectiveness of CPS; research focusing on the factors predicting CPS competency is rare. Accordingly, a hierarchical linear model (HLM) was constructed to investigate the factors predicting students’ CPS competency in the current research. The model revealed that there was a large difference of students’ CPS competency among schools. In addition, among student-level variables, gender, grade, ESCS, ICT resources, students’ attitude toward CPS, and teacher unfairness were effective in predicting students’ CPS competency; among school-level variables, school location, schools’ ESCS and the proportion of all teachers fully certified predicted students’ CPS competency positively. The findings implied that in order to enhance students’ CPS competency, CPS competency training should be permeated through all the subjects; schools should employ teachers who are fully qualified; teachers should treat each student fairly; and students should be provided with more ICT resources and etc.

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Section: Literature Review Theoretical Framework Of Cpsmentioning

confidence: 99%

Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

2021

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“…Technology has changed the ways people can collaborate, but fundamental ideas about collaboration are still applicable in digitally enhanced and virtual environments [20]. For example, communication between team members is important in collaboration, so virtual environments should be designed to enable a common understanding of the task, support gestural communication, shared artifacts, allow coordination of actions, and facilitate finding collaborators and establishing contact [21].…”

Section: A Collaborative Problem Solvingmentioning

confidence: 99%

Visualizing the Collaborative Problem Solving Process in an Immersive Cross Platform Game

Thompson

Bilgin

Eberhart

et al. 2021

2021 7th International Conference of the Immersive Learning Research Network (iLRN)

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This study explores how players engage in problem solving during a cross-platform collaborative learning game about cellular biology. We tested the game with 8 pairs of students: 2 pairs of middle school students, 2 pairs of high school students, and 4 pairs of students in a biotechnology workforce program. Players took on one of two roles: an Explorer in virtual reality head mounted display and a Navigator using a tablet. Players took on one of two roles: an Explorer in virtual reality head mounted display and a Navigator using a tablet. Videos of 40 minute game play sessions for 8 pairs of players were transcribed and examined for patterns of game play based on stages of collaborative problem solving (CPS) developed by Fiore et al ( 2017). Players' discussion during gameplay was analyzed and visualized through Epistemic Network Analysis. Results suggested that players engaged in two way communication using biology terms throughout the game, and that communication styles were linked to roles. After initial orientation, players moved through multiple cycles of cluefinding and discussion that followed similar patterns even in groups with different knowledge levels. These results suggest that collaborative problem solving can be initiated through roles in a serious game and documented through participants' conversation during a serious game. Future research will focus on whether the game can be used to learn, practice, and improve players' CPS skills.

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“…A recent example showcasing how NLP techniques can be applied to provide feedback to learners in the context of CPS has been described by Stewart et al (2023). However, research on how the quality of CPS can be most effectively measured is limited (Graesser et al, 2020). This research aims to fill this gap by investigating how learning analytics can be more easily used to support teachers (or coaches) and learners.…”

Section: Introductionmentioning

confidence: 99%

Assessing verbal interaction of adult learners in computer‐supported collaborative problem solving

Buseyne,

Rajagopal,

Danquigny

et al. 2023

Brit J Educational Tech

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The objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal (ie, speech) and non‐verbal (ie, pitch) aspects were extracted. Four analysis methods were used, including (a) content analysis; (b) linguistic inquiry and word count; (c) verbal entrainment analysis; and (d) acoustic–prosodic entrainment based on pitch data. Insights are given into the CPS processes of the participating groups using these measures and relevant relationships between some of these measures are further investigated. Based on content analysis, it was found that most of the interactions during the CPS process are task oriented, whereas team‐oriented interactions are less present. Second, three measures of proportion of contribution in CPS were investigated and clear differences in participation patterns between and within teams were found. We suggest that a combination of utterance count and words per sentence could provide valuable insights for quantity and equality of participation. Third, the study explored pronoun use and found that the most frequently used personal pronouns were first‐person singular. Next, the results indicated a relationship between pronoun use and the relative frequency of interactions. Fourth, a rather weak relationship between lexical entrainment measures and the acoustic–prosodic measures were found, suggesting that these measures are indicative of separate communicative aspects in CPS. This study contributes to a better understanding of which type of audio‐based data is most informative to teachers and students as a feedback or assessment tool. This study complements previous research as it focuses on spoken human‐to‐human communication collected in an authentic context. Practitioner notesWhat is already known about this topic Support and guidance systems for learning coaches, teachers and learners are needed to foster the educational quality of collaborative problem solving (CPS) activities. CPS is a complex process and measuring the quality of CPS processes remains challenging. Multimodal learning analytics, focusing on verbal and non‐verbal data sources and using content analysis, linguistic inquiry and word count and verbal and acoustic entrainment measures could be valuable to measure the quality of CPS. What this paper adds The majority of interactions during CPS processes are task oriented or cognitive of nature, whereas team‐oriented interactions are less present. Utterance count and words per sentence should be used in combination, as they are indicative of different aspects. Pronoun use in learners' discourse is related to the types of CPS interactions. Lexical entrainment measures and acoustic–prosodic are indicative of distinctive communicative aspects in CPS. Implications for practice and/or policy Quality indicators of CPS processes should include both verbal and non‐verbal measures of students' interactions. Educational researchers and the (Edtech) industry should further leverage their forces to foster the development of (semi‐)automated systems for measuring the quality of CPS processes. It should be further investigated how quality indicators of CPS processes can be most meaningful to trainers, teachers and learners, for example, through the use of dashboards.

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Collaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving

Cited by 13 publications

References 4 publications

Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

Visualizing the Collaborative Problem Solving Process in an Immersive Cross Platform Game

Assessing verbal interaction of adult learners in computer‐supported collaborative problem solving

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