Abstract:Collaborative learning has often been associated with the construction of a shared understanding of the situation at hand. The psycholinguistics mechanisms at work while establishing common grounds are the object of scientific controversy. We postulate that collaborative tasks require some level of mutual modelling, i.e. that each partner needs some model of what the other partners know/want/intend at a given time. We use the term "some model" to stress the fact that this model is not necessarily detailed or c… Show more
“…First, we calculated the relative learning gain (RLG) [5]. RLG is more accurate compared to learning gain, since it takes into consideration the difficulties inherent in gaining more knowledge if the learner is already very knowledgeable in a subject.…”
Section: Methodsmentioning
confidence: 99%
“…Attention and joint attention were also found to play an important role in childrens learning. In particular, moments of joint attention are a viable predictor of the quality of collaboration and outcome [5]. Thus, when designing learning activities and technologies for children it is important to enhance childrens collaboration with one another, keep their attention/focus on the task at hand, and support anticipation during interactions.…”
Learning activities for/with children include rich interactions with peers, tutors and learning materials (in digital or physical form). During such activities, children gain new knowledge and master their skills. Automatized and continuous monitoring of childrens learning is a complex task, but, if efficient, can greatly enrich teaching and learning. Wearable devices, such as eye-tracking glasses, have the capacity to continuously and unobtrusively monitor childrens interactions, and such interactions might be capable of predicting childrens learning. In this work we set out to quantify the extent to which childrens gaze, captured with eye-tracking glasses, can predict their learning. To do so, we collected data from a case study with 44 children (8-17 years old) during a making-based coding activity. Our analysis shows that childrens gaze can predict their learning with 15.79% error. Our results also identify the most important gaze measures with respect to childrens learning, and pave the way for new research in this area.
“…First, we calculated the relative learning gain (RLG) [5]. RLG is more accurate compared to learning gain, since it takes into consideration the difficulties inherent in gaining more knowledge if the learner is already very knowledgeable in a subject.…”
Section: Methodsmentioning
confidence: 99%
“…Attention and joint attention were also found to play an important role in childrens learning. In particular, moments of joint attention are a viable predictor of the quality of collaboration and outcome [5]. Thus, when designing learning activities and technologies for children it is important to enhance childrens collaboration with one another, keep their attention/focus on the task at hand, and support anticipation during interactions.…”
Learning activities for/with children include rich interactions with peers, tutors and learning materials (in digital or physical form). During such activities, children gain new knowledge and master their skills. Automatized and continuous monitoring of childrens learning is a complex task, but, if efficient, can greatly enrich teaching and learning. Wearable devices, such as eye-tracking glasses, have the capacity to continuously and unobtrusively monitor childrens interactions, and such interactions might be capable of predicting childrens learning. In this work we set out to quantify the extent to which childrens gaze, captured with eye-tracking glasses, can predict their learning. To do so, we collected data from a case study with 44 children (8-17 years old) during a making-based coding activity. Our analysis shows that childrens gaze can predict their learning with 15.79% error. Our results also identify the most important gaze measures with respect to childrens learning, and pave the way for new research in this area.
“…More recent researchers echo similar ideas. For instance, Dillenbourg, Lemaignan, Sangin, Nova, and Molinari (2016) use the concept of symmetry and argue that collaborative learning requires some sense of symmetry in terms of students' knowledge and skills as well as their contribution to interactions, and their status.…”
Collaborative problem-solving (CPS) is a fundamental skill for success in modern societies, and part of many common constructivist teaching approaches. However, its effective implementation and evaluation in both digital and physical learning environments are challenging for educators. This paper presents an original method for identifying differences in CPS behaviours when groups of students are taking part in face-to-face practice-based learning (PBL). The dataset is based on high school and university students' hand position and head direction data, which can potentially be automated deploying existing multimodal learning analytics systems. The framework uses Nonverbal Indexes of Students' Physical Interactivity (NISPI) to interpret the key parameters of students' CPS competence. The results show that the NISPI framework can be used to judge students' CPS competence levels accurately based on their non-verbal behaviour data. The findings have significant implications for design, research and development of educational technology.
“…The current study emphasises the role and quality of the social aspects of CPS processes and outcomes (e.g. Barron 2003; Dillenbourg et al 2016; Simpson et al 2017; Wegerif et al 2017). Accordingly, one part of CPS is the task, and the other part is the environment within which the participants create and share knowledge, monitor their progress and detect and repair the breakdowns in communicative acts that may hamper collaboration (Alterman and Harsch 2017; Roschelle and Teasley 1995).…”
Section: Introductionmentioning
confidence: 99%
“…Fig. 1The set of CPS skills and subskills from the ATC21S CPS framework (modified from Hesse et al 2015; see also Care et al 2016; Scoular et al 2017)…”
This exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen in the context of the CPS construct, in a symmetrical and asymmetrical task type. Even though CPS is widely recognised as a core twenty-first-century competency, its nature is not yet well understood. Also, until recently, most of studies have focused on the individual's solution to a problem or on the skills individuals bring into a problem-solving space. This study extends from an individual-to group-level focus in CPS, emphasising the role and quality of the social aspects in CPS processes and outcomes. Focusing on the group level because it mediates multiple levels of learning, including individual cognition and socio-cultural practices, may provide us with a better understanding of how pairs establish CPS practices. Because of the complexity of CPS and the general challenges of remote collaboration in an online context, the study relies on the triangulation of multiple data sources and phases of analysis. In this paper, the aim is to explore and visualise through contrasting case-based portraits of two pairs how micro-interaction processes evolve at the pair level. The results show that despite students' similar CPS performance outcome scores and task designs aimed to facilitate collaboration, variations in micro-interactions occur across pairs, for example as individual and joint solution endeavours and as balanced and unbalanced dynamics of group interactions. Studying these patterns at the pair level may provide new insights into CPS and support strategies for acquiring these practices.
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