Collaborative problem-solving with a computer: How can an interactive learning environment be designed?

Abstract

This study was designed to evaluate the effects of a efamiliar» learning situation on the strategies used by students in a computer mediatedinteractive environment.~examine the strategies used by [14][15] year-old students in solving physics problems according to whether the technical situation waspresentedusing a canonical version of an electric circuit (rules currently used in class) or a non-canonical version. Students worked either in pairs or individually with a computer. The results show that the dyads only performedbetterthan individuals in the non-canonical version to the problem. The results are discussed in a perspective which offers a renewed approach of student-computer interaction.Aimed at understanding how to design effective computer-based systems to support collaborative learning, this paper reports a pilot study on the collaborative solving of physics problems with a computer. The results are discussed in relation to the interactive learning environment, and current research trends.Recent research on cognitive development and learning has pointed out the importance of the social context to cognitive processing. This focus has essentially brought to the fore one of Vygotsky's themes: adult-child interaction (Wertsch, 1985) and between-peer interaction (Perret-Clermont, 1979; 'fudge & Rogoff, 1989). With the development of interactive learning environments, another Vygotskian theme has emerged, again an integral part of learning: semiotic mediation. Tins theme appeared in particular in research on the design of learning interfaces: in order to learn with a computer, subjects must manipulate human-machine interfaces. The study of the attempt to develop a computerized learning environment in which students solve scientific problems in collaboration with each other, while assisted by a computer, has renewed current interest in the issues investigated by social scientists, including the externalization of knowledge, the transmission and appropriation of scientific knowledge, and the control of the learning process. Note that the issues raised here concern both student-tutor interaction

El diseño de contextos educativos mediados por ordenador y el aprendizaje de contenidos procedimentales de matemáticas en la ESO

“…Y, por otro lado, destacamos un argumento muy relacionado con el anterior: el feedback inmediato en la pantalla del ordenador a una acción del alumno ofrece la posibilidad de comentar, discutir o aprobar la acción realizada (Amigues y Agostinelli, 1992).…”

Research on Online Collaborative Problem-Solving in the Last 10 Years: Current Status, Hotspots, and Outlook—A Knowledge Graph Analysis Based on CiteSpace

“…Cognitive and social factors significantly influence the process of CPS [41], and knowledge does not dominate the interaction. Still, it plays a role at a specific time as the activity continues [47]. Hou [48], through a case study of the cognitive and behavior models of online collaborative problem-solving, found that when learning activities involve role-playing activities, the quality of discussion is better, and the solutions are more diverse.…”

La resolución de problemas entre iguales: incidencia de la mediación del ordenador en los procesos de interacción y en el aprendizaje

“…En cambio, en el grupo de alumnos que no ha utilizado el ordenador se aprecia una interacción en paralelo en mayor medida que el grupo "contexto ordenador", es decir, los dos miembros de la pareja se reparten las tareas para resolver el problema y realizan acciones diferentes de manera simultánea. Estos resultados coinciden con los obtenidos por otros estudios que han analizado el tipo de interacción que se da entre los alumnos cuando resuelven diferentes tareas con el uso del ordenador (Nastasi y Clements, 1992;Amigues y Agostinelli, 1992;Steren, 1996; entre otros).…”

“…En segundo lugar, la pantalla del ordenador desempeña la función de puente de unión entre los diferentes niveles de representación de la tarea y del proceso para resolverla. En la pantalla se genera una nueva representación de la tarea que los alumnos pueden manipular con la ayuda del teclado y el ratón, favoreciendo así la interacción compartida entre ellos (Amigues y Agostinelli, 1992).…”