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We present and test communicative influence as a novel measure of team dynamics that integrates theories of team cognition with collaborative problem solving (CPS) assessment frameworks. We define influence as the degree to which a teammate's behavior dynamically predicts patterns in their team's future CPS state, quantified as the average mutual information (AMI) between the two signals. We evaluated this novel metric in the laboratory with college students (Study 1), in middle school classrooms (Study 2), and in semistructured interviews with teachers (Study 3). In the laboratory study, influence was related to experimental assignment of students' role (i.e., those assigned control over a shared interface had more influence than those who verbally contributed to the solution) and predicted CPS task success and students' subjective perceptions of the collaboration. In the classroom study, the influence was not related to team size (2–4) but was negatively related to teams' adherence to collaborative norms. Analyses of collaborative discourse suggested that influence in this context may reflect the tendency to posit ideas and make claims without building on the ideas of others. Together, these results suggest that if the distribution of influence is dominated by a controlling team member, the collaboration may be less productive and negatively perceived than if influence is more distributed across the team. Feedback from semistructured interviews with four middle school teachers (Study 3) highlighted the potential for influence to be embedded in teacher interfaces (e.g., dashboards) to help them orchestrate classrooms for collaborative learning. Educational Impact and Implications Statement: The proposed measure of communicative influence integrates theoretical perspectives from team science and educational psychology. These three studies suggest that measuring how much communicative influence teammates have on the teams' collaborative behavior may predict both team outcomes and team members' perceptions of their teamwork. Importantly, interpretations of influence were sensitive to the context with different patterns emerging from a lab study with college students compared to middle school classrooms. Further, unlike static measures that are aggregated across an entire collaboration session, influence dynamics can change over the course of a team's time together, making influence a useful real-time and summary measure at the individual and the team level. Feedback from middle school teachers suggests that being able to visualize a measure of influence in their classrooms could enable them to attend to multiple student groups in a busy classroom and check their own perceptions of how student groups are collaborating. [ABSTRACT FROM AUTHOR]

The objective of this study is to explore the relationship between personality and peer-rated team role behavior on the one hand and team role behavior and verbal behavior on the other hand. To achieve this, different data types were collected in fifteen professional teams of four members (N = 60) from various private and public organizations in Flanders, Belgium. Participants' personalities were assessed using a workplace-contextualized personality questionnaire based on the Big Five, including domains and facets. Typical team role behavior was assessed by the team members using the Team Role Experience and Orientation peer rating system. Verbal interactions of nine of the teams (n = 36) were recorded in an educational lab setting, where participants performed several collaborative problem-solving tasks as part of a training. To process these audio data, a coding scheme for collaborative problem solving and linguistic inquiry and word count were used. We identified robust links and logical correlation patterns between personality traits and typical team role behaviors, complementing prior research that only focused on self-reported team behavior. For instance, a relatively strong correlation was found between Altruism and the Team builder role. Next, the study reveals that role taking within teams is associated with specific verbal interaction patterns. For example, members identified as Organizers were more engaged in responding to others' ideas and monitoring execution. [ABSTRACT FROM AUTHOR]

Community-based courses, driven by connectivist learning theory, provide learners with a social environment that supports collaborative problem solving (CPS). The purpose of this study is to investigate the characteristics of potential collaborators before they engage in CPS. This study analyzed a community-based course, a cMOOC with a total of 145 learners participated in the thematic learning stage and 52 of the 145 chose to participate in the CPS. The interaction pattern of the collaborators and the indirect effects of individual attribute-based (exogenous) effects and network structure-based (endogenous) effects on the interaction pattern were examined using the quadratic assignment procedure (QAP) and the stochastic actor-oriented model (SAOM). Results suggest that substantial interaction activeness and interaction attractiveness are key patterns of the collaborators' social interactions before CPS, and there is some interaction homogeneity among the collaborators. Some individual attribute-based effects, such as age, gender, and occupation, will reduce the early interaction attractiveness of the collaborators. The reciprocity, transitivity, and cumulative advantages of the network structure-based effects will gradually increase collaborators' interaction attractiveness; in contrast, the network structure-based effects simultaneously limit collaborators' interaction activeness. This study provides a theoretical foundation and practical experience regarding encouraging learners' deep collaboration in community-based courses. [ABSTRACT FROM AUTHOR]

Discussions of 'diversity' in higher education are often limited to structural diversity (i.e. access to higher education based on demographic variables), which is just one form of diversity that impacts student learning outcomes. Others include curricular diversity (a measure of the interdisciplinary of the coursework) and interactional diversity (a measure of informal interaction). This study aims to explore the effects of all three categories of diversity on the academic performance of college students. Using data from a top higher education institution in Taiwan, we construct indicators of curricular diversity (i.e. curricular evenness (CE), ratio of elective credits (REC), ratio of inter-collegiate credits (RIC), and interdisciplinary experience (IDE). Interactional diversity was measured using student's participation in activities involving interaction with others, and structural diversity was measured by student's personal and contextual characteristics. Our goal was to determine which of these forms of diversity impacted students' self-reported skills in interdisciplinary communication (ICS) and collaborative problem solving (CPS). Results show that curricular diversity is significantly associated with interactional diversity. In terms of learning outcomes, curricular and structural diversity are associated with both ICS and CPS, while interactional diversity is associated with CPS. Interactional diversity also moderates the relationships between curricular diversity and ICS as well as CPS. This research implies that institutions of higher education need to promote curricular and interactive diversity to fix systemic biases that limit or relate to structural diversity. [ABSTRACT FROM AUTHOR]

Introduction: Collaborative problem solving (CPS) is an essential competency in the 21st century. However, the understanding of how cultural background shapes individuals' collaboration awareness and its relationship with collaborative problem-solving skills are underexplored by psychometrics. Methods: This study employs Explanatory Item Response Modeling to examine the impact of cultural orientations on students' endorsement with collaboration in PISA 2015. Results: Results show that students endorsed valuing teamwork more than valuing relationships. Western countries with individualist cultures generally demonstrated higher endorsement with collaboration than Eastern countries with collectivist cultures. China has the highest collaboration endorsement, followed by the US, Canada, Korea, and Japan. In contrast, Japan has the highest CPS assessment scores, followed by Korea, Canada, the US, and China. Discussion: Findings revealed that students from collectivist cultures do not have higher endorsements of collaboration compared with students from individualist cultures. Also, higher endorsement of collaboration does not necessarily lead to better success in the CPS assessment. Further research is needed to understand the gap between students' attitudes towards collaboration and their achievement based on cultural values and schools' CPS training. [ABSTRACT FROM AUTHOR]

Collaborative problem-solving (CPS) has been widely used in K-12, higher education, and informal learning to enhance the quality of student learning. Understanding the relationship between learning engagement and group performance is crucial for CPS pedagogy and analytics. However, few empirical studies investigated individual engagement role profiles in CPS and the impact of individual engagement, as reflected in within-group configurations of role profiles, on learning performance. In this study, deep learning was employed to evaluate learner engagement, cluster analysis was performed to identify engagement role profiles, and the qualitative cases were used to in-depth compare within-group configurations of role profiles in higher- and lower-achieving groups. The results showed that six distinct role profiles with varying levels of cognitive and socio-emotional engagement have been identified: free-rider, normal-constructer, immersed-engager, balanced-engager, questioning-refuter, and active-constructer. In addition, high-achieving groups were generally characterized by dominant role profiles of active-constructers and balanced-engagers, while lower-achieving groups were characterized by dominant role profiles of free-riders. Based on these findings, some implications for promoting high-quality collaborative learning through optimal design and structure of CPS activities are discussed. [ABSTRACT FROM AUTHOR]

This small-scale study explored the presence of collaborative metacognitive talk (CMT) during collaborative problem solving (CPS) in a Scottish primary mathematics class. Content analysis was conducted on student and teacher group interactions during CPS (n = 12 students in 3 groups × 3 sessions). The largest proportion of CMT was teacher–student, suggesting the use of a dyadic teaching approach between teacher and student as opposed to the teacher facilitating student–student CMT. A teacher focus group provided some tentative explanations as to why the dyadic approach might be adopted over a facilitative role to support student–student CMT, including focussing on strategy use, school culture around CPS, and teacher beliefs about learners' abilities. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Abstract Collaborative problem solving (CPS), as a twenty-first century skill, is critically important for both living and life-long learning. Motivation in CPS equates to students’ needs to recognize their efforts in collaboration. Given the complexity of CPS contexts, the intertwined relationship among different types of motivations was investigated using a person-centred approach to identify different configural profiles of collaborators based on PSI ( $$\psi$$ ψ ) theory. A total of 9398 Chinese students in 264 schools were included in this study. Latent profile analysis was used to identify four profiles of students with different CPS motivations: “Achievement-oriented cooperator” (n = 773), “Instrument-oriented Cooperator” (n = 1539), “Achievement-oriented nonteam player” (n = 1202), and “Instrument-oriented nonteam player” (n = 5884). Their psychological attributes and CPS behaviours were further analysed, with the following results: (1) achievement-oriented cooperators performed the best, while instrument-oriented nonteam players performed the worst; and (2) students who are achievement-oriented and value collaboration with others are more likely to engage in CPS tasks. These findings provide insights into how different motivational configurations influence CPS behaviours, offering practical implications for enhancing collaboration in educational settings.

Collaborative problem solving (CPS), as a twenty-first century skill, is critically important for both living and life-long learning. Motivation in CPS equates to students' needs to recognize their efforts in collaboration. Given the complexity of CPS contexts, the intertwined relationship among different types of motivations was investigated using a person-centred approach to identify different configural profiles of collaborators based on PSI (ψ ) theory. A total of 9398 Chinese students in 264 schools were included in this study. Latent profile analysis was used to identify four profiles of students with different CPS motivations: "Achievement-oriented cooperator" (n = 773), "Instrument-oriented Cooperator" (n = 1539), "Achievement-oriented nonteam player" (n = 1202), and "Instrument-oriented nonteam player" (n = 5884). Their psychological attributes and CPS behaviours were further analysed, with the following results: (1) achievement-oriented cooperators performed the best, while instrument-oriented nonteam players performed the worst; and (2) students who are achievement-oriented and value collaboration with others are more likely to engage in CPS tasks. These findings provide insights into how different motivational configurations influence CPS behaviours, offering practical implications for enhancing collaboration in educational settings. [ABSTRACT FROM AUTHOR]

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The objective of this study is to explore the relationship between personality and peer-rated team role behavior on the one hand and team role behavior and verbal behavior on the other hand. To achieve this, different data types were collected in fifteen professional teams of four members (N = 60) from various private and public organizations in Flanders, Belgium. Participants' personalities were assessed using a workplace-contextualized personality questionnaire based on the Big Five, including domains and facets. Typical team role behavior was assessed by the team members using the Team Role Experience and Orientation peer rating system. Verbal interactions of nine of the teams (n = 36) were recorded in an educational lab setting, where participants performed several collaborative problem-solving tasks as part of a training. To process these audio data, a coding scheme for collaborative problem solving and linguistic inquiry and word count were used. We identified robust links and logical correlation patterns between personality traits and typical team role behaviors, complementing prior research that only focused on self-reported team behavior. For instance, a relatively strong correlation was found between Altruism and the Team builder role. Next, the study reveals that role taking within teams is associated with specific verbal interaction patterns. For example, members identified as Organizers were more engaged in responding to others' ideas and monitoring execution. [ABSTRACT FROM AUTHOR]

Collaborative Problem Solving (CPS) has received increasing attention for its role in promoting learners' cognitive and social development in STEM education. However, little is known about how learners interact dynamically within a group at different time granularities. This gap mainly resulted from overlooking the time dimension of interactions, leading to a lack of nuanced understanding of moment-to-moment interaction in CPS. In this study, we demonstrated the potential of temporal group interaction density in modeling online CPS interactions and investigated the impact of temporal interaction density on CPS processes and outcomes. Specifically, we proposed using cumulative weighted density to measure the holistic state of group interactions and explained the differences in group interactions with different collaborative performance and interaction densities by modeling the transition and evolution of interaction sequences through Apriori and cumulative relative centrality. Results indicated that group interaction density cannot directly predict their collaborative performance, but notable differences in interaction patterns existed in the high-performance groups with different interaction densities, while low-performance groups showed interactive commonalities towards the completion of CPS. The findings of this study guided the design of CPS interventions and supported the process mining of CPS interactions, with vital practical implications for CPS assessment and skills development. [ABSTRACT FROM AUTHOR]

The trend in history education is gradually emphasizing the development of historical thinking and collaborative problem-solving skills, which are expected to enhance the breadth and depth of learners' thinking. The integration of game-based learning with collaborative problem-solving activities designed for historical thinking is expected to help increase learners' motivation. Cognitive scaffolding can provide immediate guidance in educational games to facilitate proper understanding and discussion of historical knowledge among learners. In this study, we used the history educational game "Void Broken 2.0" embedded with cognitive scaffolding to guide students to use their historical thinking skills in collaborative problem-solving tasks, and analyzed the behavioral patterns of the learners in using cognitive scaffolding and discussing historical thinking. The participants in this study were 158 high school students divided into an experimental group (game-based learning) and a control group (reading-based learning). The results showed that the learning activities of both groups contributed to the learning effectiveness, and there was no significant difference between the groups. As the game progressed, students in the experimental group actively utilized the assistance of the cognitive scaffolding. The need for immediate access to the cognitive scaffold's prompts did not increase significantly as the game progressed, and students with high prior knowledge were willing to share their understanding and incorporate more diverse types of information into the discussion. Low prior knowledge students' need for immediate access to the cognitive scaffolding hints increased significantly as the game progressed, and they were more willing to work with their peers to find information related to chronological reasoning, engage in repetitive discussions, and explore possible clues. [ABSTRACT FROM AUTHOR]

IntroductionCollaborative problem solving (CPS) is an essential competency in the 21st century. However, the understanding of how cultural background shapes individuals’ collaboration awareness and its relationship with collaborative problem-solving skills are underexplored by psychometrics.MethodsThis study employs Explanatory Item Response Modeling to examine the impact of cultural orientations on students’ endorsement with collaboration in PISA 2015.ResultsResults show that students endorsed valuing teamwork more than valuing relationships. Western countries with individualist cultures generally demonstrated higher endorsement with collaboration than Eastern countries with collectivist cultures. China has the highest collaboration endorsement, followed by the US, Canada, Korea, and Japan. In contrast, Japan has the highest CPS assessment scores, followed by Korea, Canada, the US, and China.DiscussionFindings revealed that students from collectivist cultures do not have higher endorsements of collaboration compared with students from individualist cultures. Also, higher endorsement of collaboration does not necessarily lead to better success in the CPS assessment. Further research is needed to understand the gap between students’ attitudes towards collaboration and their achievement based on cultural values and schools’ CPS training.

This descriptive study focuses on using voice activity detection (VAD) algorithms to extract student speech data in order to better understand the collaboration of small group work and the impact of teaching assistant (TA) interventions in undergraduate engineering discussion sections. Audio data were recorded from individual students wearing head‐mounted noise‐cancelling microphones. Video data of each student group were manually coded for collaborative behaviours (eg, group task relatedness, group verbal interaction and group talk content) of students and TA–student interactions. The analysis includes information about the turn taking, overall speech duration patterns and amounts of overlapping speech observed both when TAs were intervening with groups and when they were not. We found that TAs very rarely provided explicit support regarding collaboration. Key speech metrics, such as amount of turn overlap and maximum turn duration, revealed important information about the nature of student small group discussions and TA interventions. TA interactions during small group collaboration are complex and require nuanced treatments when considering the design of supportive tools. Practitioner notesWhat is already known about this topic Student turn taking can provide information about the nature of student discussions and collaboration.Real classroom audio data of small groups typically have lots of background noise and present challenges for audio analysis.TAs have little training in how to productively intervene with students about collaborative skills.What this paper adds TA interaction with groups primarily focused on task progress and understanding of concepts with negligible explicit support on building collaborative skills.TAs intervened with the groups often which gave the students little time for uptake of their suggestions or deeper discussion.Student turn overlap was higher without the presence of TAs.Maximum turn duration can be an important real‐time turn metric to identify the least verbally active student participant in a group.Implications for practice and/or policy TA training should include information about how to monitor groups for collaborative behaviours and when and how they should intervene to provide feedback and support.TA feedback systems should keep track of previous interventions by TAs (especially in contexts where there are multiple TAs facilitating) and the duration since previous intervention to ensure that TAs do not intervene with a group too frequently with little time for student uptake.Maximum turn duration could be used as a real‐time metric to identify the least verbally active student in a group so that support could be provided to them by the TAs. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The current study integrates available findings on the relationship between the Big Five personality traits and collaborative problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS, we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level traits on CPS outcomes received substantial support. [ABSTRACT FROM AUTHOR]

Creative thinking skills are one of the skills that must be applied to higher education. However, this is different from what is currently dreamed of; several studies report that creative thinking skills at the student level still need to be improved. Today, there is a gap between the need for scientific creativity and its application, especially in school education, which is more oriented toward developing intelligence than creativity. Educators must understand scientific creativity and how to set it up in an educational environment. Efforts to build students' scientific creativity require improving the learning environment in a certain way. Therefore, this study aims to create a teaching framework that effectively trains scientific creativity skills for both students and teachers. This study uses literature studies as a form of data collection and analysis. The results of the literature analysis are presented in the form of a learning model design framework called a collaborative problem-solving model based on computational thinking skills. The analysis results have successfully packaged a collaborative problem-solving learning model design based on computational thinking skills based on learning theory and principles, especially scientific creativity. The syntax of the computational thinking skill-based collaborative problem-solving learning model consists of (1) organizing students, (2) investigating problems in study groups, (3) computational-based creative teamwork, and (4) verification. [ABSTRACT FROM AUTHOR]

The objective of this study is to explore the relationship between personality and peer-rated team role behavior on the one hand and team role behavior and verbal behavior on the other hand. To achieve this, different data types were collected in fifteen professional teams of four members (N = 60) from various private and public organizations in Flanders, Belgium. Participants’ personalities were assessed using a workplace-contextualized personality questionnaire based on the Big Five, including domains and facets. Typical team role behavior was assessed by the team members using the Team Role Experience and Orientation peer rating system. Verbal interactions of nine of the teams (n = 36) were recorded in an educational lab setting, where participants performed several collaborative problem-solving tasks as part of a training. To process these audio data, a coding scheme for collaborative problem solving and linguistic inquiry and word count were used. We identified robust links and logical correlation patterns between personality traits and typical team role behaviors, complementing prior research that only focused on self-reported team behavior. For instance, a relatively strong correlation was found between Altruism and the Team builder role. Next, the study reveals that role taking within teams is associated with specific verbal interaction patterns. For example, members identified as Organizers were more engaged in responding to others’ ideas and monitoring execution.

This research aims to develop and test the feasibility of the student worksheet lighting system to improve collaborative problem solving (CPS) skills of vocational students. This research method used research and development with the 4D model consists of stages, namely Define, Design, Develop, and Disseminate. The developmental research was conducted at class XI Vocational High School Muhammadiyah 1 Bambanglipuro, with teachers and students as the research subjects. Techniques in collecting data in this study used interviews, questionnaires, and documentation. This research instrument used consists of interview sheets, validation sheets for material experts and media experts, and student response questionnaires. Data analysis techniques use quantitative descriptive. The results of this research and development obtained student worksheet lighting system products that can improve CPS skills. The final results of the feasibility of the student worksheet information system show the following numbers: 90% by material experts, 83% by media experts so that they are included in the "Very Feasible" category. The results of student responses in trials and usage trials get a figure of 86% in product trials and 87% in usage trials, so it is included in the "Very Feasible" category. Based on these results, the student worksheet lighting system developed can be said to be suitable for use as teaching materials in schools.

Despite the growing emphasis on integrating collaborative problem-solving (CPS) into science, technology, engineering, and mathematics (STEM) education, a comprehensive understanding of the critical factors that affect the effectiveness of this educational approach remains a challenge. This study aims to identify effective strategic and behavioral factors in course design and assess how these factors contribute to students' learning performance. This study collected data from 106 students enrolled in seventh-grade science classes by using a mixed-method approach. First, the t-test results indicate that students' learning performance was improved through CPS-based STEM learning. A path analysis shows that CPS awareness and several behavioral factors had direct effects, while several strategic factors had indirect effects on the improvement of learning performance. Finally, a dialog analysis indicates that students' integrative use of CPS skills, especially task regulation skills used along with other skills, helped improve learning performance. This study not only bridges the gap in understanding the effectiveness of CPS in STEM education but also provides specific suggestions for improving instructional design. [ABSTRACT FROM AUTHOR]

Problem solving is one of the most important skills that all people, especially students, should learn in order to be able to use it when facing life's challenges and problems. In collaborative problem solving, the work is divided among the members of a group and they use their skills and knowledge to find a suitable solution. The current research was conducted with the aim of creating a standard tool to measure students' collaborative problem solving skills. The present research method was descriptive-correlation type. The statistical population of the study included 2500 Students of Farhangian University of Kerman in the academic year 1401-1400, of which 335 people were selected by random sampling based on Morgan's table. The form and content validity of the questionnaire was checked and confirmed by 5 experts in the field of psychology and its reliability using Cronbach's alpha method and confirmatory factor analysis. Data were analyzed using SPSS-26, LISREL and SmartPLS software. Cronbach's alpha coefficient of the questionnaire was calculated as 0.96. Factor loads of all subscales with relevant items were greater than 0.4, all of which were significant (p <0.001). The values of Cronbach's alpha and the combined reliability coefficient for the subscales were calculated to be more than 0.7, which confirms the internal and external reliability of the subscales. The results of the confirmatory factor analysis indicate a stronger relationship of the subscales of following participation rules, communicating with team members and explaining roles and team organization with collaborative problem solving. Therefore, it can be concluded that the skills of effective communication and teamwork among students are weak and the training of these skills should be included in the agenda of schools and universities. [ABSTRACT FROM AUTHOR]

Critique of citizenship education has suggested citizenship should be reconceived, not as a status, but as something that people continuously do: citizenship as practice. This article draws on a two-year ethnographic study of citizenship practices in a Scottish primary school examining how citizenship curriculum was distributed across children's experience of the school day, the ways belonging was constructed in different spaces and time frames and how civic participation was identified in pupils' own terms. The article's close discourse analysis examines moments when children's decision-making reveals the connections made between citizenship curriculum and viable citizenship identities in practice. This micro analysis of the semi-formal space of the school reveals children's understanding of group cooperation that remain opaque in the more formal setting of the classroom. The findings suggest that educators would do well to attune further to children's informal decision making processes and curricular practices that would better support them. [ABSTRACT FROM AUTHOR]

Effective teamwork is crucial in modern-day business, especially in knowledge work. However, building and maintaining effective teams is a challenging task for firms. Whereas previous literature emphasizes the significance of team composition, dynamics, and senior management's role, the role of task characteristics and incentive alignment in effective collaboration is largely ignored. Our study addresses this gap by identifying the importance of task characteristics and incentive alignment in successful collaboration. Through three large-scale field experiments, we find that tasks with high difficulty and urgency are suitable for collaboration, whereas collaboration can be detrimental to tasks that don't require urgent completion. We also find that aligning individual incentives with organizational goals is critical to successful collaboration. Our research offers practical guidance to organizations implementing information systems for collaborative problem solving. We suggest using task characteristics to determine the workflow that will benefit from a collaborative approach. Furthermore, we emphasize the importance of management's active involvement in aligning incentives between team members and the project or company's goals. We study, using three sequential field experiments, collaborative problem solving in knowledge work enabled by information technology within the context of the customer support function in a leading high-technology firm. Experiment one examines the performance change after introducing a new collaborative problem-solving process, specifically whether the use of a team of experts across departments to solve problems can help reduce problem-solving costs. In addition to the extant process of supporting customers using problem solvers within a specific department, the experiment allowed two forms of engaging problem solvers outside the department: (1) formal handover (transferring the task to experts in an external department) and (2) using a new, collaborative process in which experts across two departments jointly work on the task. Interestingly, we find that the cost reduction occurs not because the collaborative process is always superior to formal handover, but because there is a shift of intradepartmental customer support work toward the new collaborative process. Building upon the findings of experiment one, experiment two aims to identify the conditions under which the new collaborative process works or fails. We discover that task features, such as novelty and time constraints, play a significant role in determining the appropriate mode of engaging an external department for problem solving. These findings are then utilized to develop an information system that provides recommendations on how to seek help through either formal handover or collaboration. In experiment three, we examine how users react to the recommendation. We find that local (department level) incentives can cause problem solvers to deviate from machine recommendations. We analyze the underlying reasons for this deviation and demonstrate how global (firm level) incentives can be aligned with local incentives to increase compliance with machine recommendations. The findings of this study offer practical implications for firms that aim to develop and implement information systems to support knowledge-intensive problem-solving tasks. History: Param Singh, Senior Editor; Yili (Kevin) Hong, Associate Editor. Supplemental Material: The online appendix is available at https://doi.org/10.1287/isre.2021.0118. [ABSTRACT FROM AUTHOR]

This study examined and aimed to promote students' level of conceptual understanding in problem-solving through Directive Teacher Guidance (DTG) and the Non-directive Teaching Model (NDTM). The study employed sequential-explanatory mixed research using quasi-experimental switching replication treatment involving quantitative and qualitative data. Two groups of Grade 8 high school students were used as participants in the study. One group had 36 students, and the other had 38 students exposed to DTG and NDTM approaches. Quantitative data were obtained from the scores of students from the pretest, first posttest, and second posttest about the topics in Mathematics subject. Qualitative data were from the analysis of participants' responses in problem-solving, focus group discussion, and classroom observation. The t-test for the dependent sample was utilized to determine the significant change in students' level of conceptual understanding after the first and second implementation phases, while the t-test for the independent sample was used to find out the significant difference between the pretest and posttests between the two groups. Results showed that students' conceptual understanding and problem-solving skills significantly improved after exposure to the two approaches. The two groups' levels of conceptual understanding in switching replication treatment are found to have no significant difference. Moreover, participants preferred guided questions and guided directions and believed in the importance of attaining a conceptual understanding of the lesson. It is suggested to integrate DTG and NDTM as teaching strategies and conduct a study considering a longer span of implementation to determine the effectiveness of the two approaches. [ABSTRACT FROM AUTHOR]

Background: During the COVID‐19 pandemic, online collaborative problem solving (online CPS) has become one of the most crucial learning methods to develop students' learning performance. However, it remains unclear of the effectiveness of the online CPS method on students' learning performance. Objectives: To explore the overall effect of online CPS methods on students' learning performance and identify the moderating factors that influence this impact, we employed a meta‐analysis approach to analyse the combined effects of 31 articles. Results: The results showed that the online CPS method had a medium impact on students' learning performance, with an overall effect size of 0.526. The moderator analysis indicated that the online CPS method was more effective for (a) college preparatory learners, (b) the discipline of Economics, (c) grouping method of assigned, (d) teacher‐led instruction, (e) study duration of 2 to 4 weeks, (f) group size of 3–5 members, (g) synchronous online environment and (h) cognitive performance. Implications: Based on these findings, we recommend using the online CPS to improve students' cognitive and affective learning performance. To enhance students' social learning performance, instructors should design reasonably to use collaborative scaffolding to engage students purposefully and constructively in online CPS activities. Lay Description: What is already known: During the COVID‐19 pandemic, the online collaborative problem solving (CPS) method is gaining increased popularity.The impact of the online CPS method on students' learning performance has aroused the great interest of scholars.Research on the effectiveness of the online CPS method on students' learning performance is inconsistent. What this paper adds: Research on the influence of the online CPS method on students' learning performance, such as in cognitive, affective and social three‐dimensional learning performance.The online CPS method had a medium positive effect on students' cognitive performance and a moderate to low positive impact on students' affective and social performance.Considering some moderating variables (such as group size, educational level, group method, study duration, discipline, intervention measure and online environment), explore the effectiveness of the online CPS method on students' learning performance. Implications for practice: We recommend using the online CPS method to improve students' cognitive and affective learning performance.To enhance students' social learning performance, instructors should design reasonably to use collaborative scaffolding to engage students purposefully and constructively in online CPS activities. [ABSTRACT FROM AUTHOR]

Abstract Process data are becoming more and more popular in education research. In the field of computer-based assessments of collaborative problem solving (ColPS), process data have been used to identify students’ test-taking strategies while working on the assessment, and such data can be used to complement data collected on accuracy and overall performance. Such information can be used to understand, for example, whether students are able to use a range of styles and strategies to solve different problems, given evidence that such cognitive flexibility may be important in labor markets and societies. In addition, process information might help researchers better identify the determinants of poor performance and interventions that can help students succeed. However, this line of research, particularly research that uses these data to profile students, is still in its infancy and has mostly been centered on small- to medium-scale collaboration settings between people (i.e., the human-to-human approach). There are only a few studies involving large-scale assessments of ColPS between a respondent and computer agents (i.e., the human-to-agent approach), where problem spaces are more standardized and fewer biases and confounds exist. In this study, we investigated students’ ColPS behavioral patterns using latent profile analyses (LPA) based on two types of process data (i.e., response times and the number of actions) collected from the Program for International Student Assessment (PISA) 2015 ColPS assessment, a large-scale international assessment of the human-to-agent approach. Analyses were conducted on test-takers who: (a) were administered the assessment in English and (b) were assigned the Xandar unit at the beginning of the test. The total sample size was N = 2,520. Analyses revealed two profiles (i.e., Profile 1 [95%] vs. Profile 2 [5%]) showing different behavioral characteristics across the four parts of the assessment unit. Significant differences were also found in overall performance between the profiles.

Bu çalışmanın amacı ortaokul 6.sınıf öğrencilerinin bir problem çözme sürecinde bir grubun üyesi olarak sergiledikleri işbirlikli problem çözme becerilerinin incelenmesidir. Çalışmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Katılımcılar, ortaokul 6.sınıf öğrencilerinden öğretmen görüşlerine dayalı olarak belirlenmiştir. Araştırma, ikişer kişiden oluşan üç takım (toplam 6 öğrenci) ile yürütülmüştür. İşbirlikli problem çözme süreçleri araştırmacı tarafından hazırlanan işbirlikli problem çözme yaprakları aracılığıyla incelenmiştir. Araştırmada nitel veri analiz yöntemlerinden betimsel analiz kullanılmıştır. Veriler, OECD tarafından hazırlanan PISA 2015 işbirlikli problem çözme değerlendirme teorik çatısına göre analiz edilmiştir. Bu doğrultuda, ortak bir anlayış geliştirme ve sürdürme yetkinliği ve problemi çözmek için uygun eylemde bulunma yetkinliğine ilişkin beceriler genel olarak tüm takımlar tarafından ortaya konulmuştur. Takım organizasyonunu kurma ve sürdürme yetkinliğine ilişkin beceriler görece daha az gözlemlenmiştir. Keşfetme ve anlama becerisi ile ilişkili takım üyelerinin bakış açılarını ve yeteneklerini keşfetme (A1), problemi çözmek için, ortak işbirlikli etkileşim türünü hedefler doğrultusunda keşfetme (A2) ve problemi çözmek için rolleri anlama (A3) becerileri katılımcılarca sergilenmemiştir.

This study is descriptive research that aims to describe students' collaborative problem solving (CPS) skills in solving mathematics problems. The subjects in this study were 6 students at grade XI consisting of 2 students with high mathematical abilities, 2 students with moderate mathematical abilities, and 2 students with low mathematical abilities. The six of them were divided into 3 groups consisting of 2 students with different mathematical abilities. The three groups were given mathematics problems to be solved collaboratively. The results of this study were analyzed using the semiotic Peirce model approach which uses a trichotomous relationship between representamen (Z), interpretant (I), and object (O) to show the CPS process that occurs. The results of the study show that students' CPS skills vary. The CPS process of high and moderate mathematical ability students is running quite well. Meanwhile, the CPS process of high and low mathematical ability students and moderate and low mathematical ability students was not as good as expected because of the little interaction or discussion between the members of the group in solving problems

Problem solving is one of the most important skills that all people, especially students, should learn in order to be able to use it when facing life's challenges and problems. In collaborative problem solving, the work is divided among the members of a group and they use their skills and knowledge to find a suitable solution. The current research was conducted with the aim of creating a standard tool to measure students' collaborative problem solving skills.The present research method was descriptive-correlation type. The statistical population of the study included 2500 Students of Farhangian University of Kerman in the academic year 1401-1400, of which 335 people were selected by random sampling based on Morgan's table. The form and content validity of the questionnaire was checked and confirmed by 5 experts in the field of psychology and its reliability using Cronbach's alpha method and confirmatory factor analysis. Data were analyzed using SPSS-26, LISREL and SmartPLS software.Cronbach's alpha coefficient of the questionnaire was calculated as 0.96. Factor loads of all subscales with relevant items were greater than 0.4, all of which were significant (p

In today's knowledge-intensive and digital society, collaborative problem-solving (CPS) is considered a critical skill for students to develop. Moreover, international education research has embraced a new paradigm of communication-focused inquiry, and the commognitive theory helps enhance the understanding of CPS work. This paper aims to enhance the CPS skills by identifying, diagnosing, and visualizing commognitive conflicts during the CPS process, thereby fostering a learning-oriented innovative approach and even giving the script of technologyassisted feedback practices. Specifically, we utilized open-ended mathematical tasks and multi-camera video recordings to analyze the commognitive conflicts in CPS among 32 pairs, comprising 64 Year 7 students. After selecting the highquality, medium-quality, and low-quality student pairs based on the SOLO theory, further investigations were made in the discourse diagnosis and visual analysis for the knowledge dimensions of commognitive conflict. Finally, it was discovered that there is a need to encourage students to focus on and resolve commognitive conflicts while providing timely feedback. Visual studies of commognitive conflict can empower AI-assisted teaching, and the intelligent diagnosis and visual analysis of CPS provide innovative solutions for teaching feedback. [ABSTRACT FROM AUTHOR]

This paper outlines a methodical approach to teaching the "Area of Squares and Rectangles" lesson, tailored to the fourth grade, using the STEAME system. This traditional lesson was redesigned and implemented to align with STEAME principles, which emphasize interdisciplinary, hands-on learning. The aim of the research was to evaluate the accessibility and effectiveness of STEAME models for both students and teachers. The study involved seven classes of 10-11-year-olds, with a single STEAMEmodeled lesson delivered per class. The research employed a variety of active teaching methods, including play-based and experimental learning, carried out through individual, pair, and group work. Student achievement was mainly assessed through knowledge tests and brief quizzes. [ABSTRACT FROM AUTHOR]

In response to the criticism that theory-driven researcher-developed learning tools lack scalability and sustainability in the real world, the design-based implementation research (DBIR) approach was proposed. However, few empirical studies actually describe what a DBIR study looks like and how it can inform readers about learning tool design. We engaged in a retrospective reflection to reconstruct our multi-year DBIR project experience based on team's research and design documents and artifacts accumulated over 4 years, alongside conversations with the interdisciplinary design team members. Through constant comparison and ethnographic conversations, we describe our project in terms of the five DBIR milestones identified and four design tensions. We discuss how our project showcases evidence of scalability and sustainability of the tool, while effectiveness is addressed differently from design experiments. Implications and future directions are also provided. [ABSTRACT FROM AUTHOR]

Productive Failure (PF) is an instructional design that implements a problem-solving phase which aims at preparing students for learning from a subsequent instruction. PF has been shown to facilitate students' conceptual knowledge acquisition in the mathematical domain. Collaboration has been described as a vital design component of PF, but studies that have investigated the role of collaboration in PF empirically so far, were not able to confirm the necessity of collaboration in PF. However, these studies have diverged significantly from prior traditional PF studies and design criteria. Therefore, the role of collaboration in PF remains unclear. In an experimental study that is based on the traditional design of PF, we compared a collaborative and an individual problem-solving setting. It was hypothesized that collaboration facilitates the beneficial preparatory mechanisms of the PF problem-solving phase: prior knowledge activation, awareness of knowledge gaps, and recognition of deep features. In a mediation analysis, the effects of collaborative and individual problem solving on conceptual knowledge acquisition as mediated through the preparatory mechanisms were tested. In contrast to the hypotheses, no mediations or differences between conditions were found. Thus, collaboration does not hold a major preparatory function in itself for the design of PF. [ABSTRACT FROM AUTHOR]

Metacognitive awareness is knowing about learners' own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members' interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS. [ABSTRACT FROM AUTHOR]

Manufacturing engineers work in teams with a wide range of skills and credentials. Teamwork and collaborative problem solving (CPS) skills enable higher productivity and efficiency. However, these skills are largely absent from engineering education curricula and research in contexts involving multi-educational teams inclusive of technical college engineering students. We address this gap in research and practice through a qualitative case study exploring the contributions, experiences, and perspectives of technical college students working in multi-educational level teams to solve real-world engineering manufacturing problems. Data analyses resulted in six themes: (1) positive team culture, (2) valuing industry skills, (3) sharing responsibilities to iteratively make changes, (4) applying technical roles, (5) peer interactions, and (6) career preparation. Technical college students’ perceptions of challenges and successes are also discussed. Results imply that to effectively promote CPS and teamwork in similar contexts educators and industry leaders should consider the importance of (1) valuing students’/workers’ current professional identities while promoting productive conflict, (2) respecting differing team roles while encouraging skill development, and (3) fostering future career skills. [ABSTRACT FROM AUTHOR]

Process data are becoming more and more popular in education research. In the field of computer-based assessments of collaborative problem solving (ColPS), process data have been used to identify students' test-taking strategies while working on the assessment, and such data can be used to complement data collected on accuracy and overall performance. Such information can be used to understand, for example, whether students are able to use a range of styles and strategies to solve different problems, given evidence that such cognitive flexibility may be important in labor markets and societies. In addition, process information might help researchers better identify the determinants of poor performance and interventions that can help students succeed. However, this line of research, particularly research that uses these data to profile students, is still in its infancy and has mostly been centered on small- to medium-scale collaboration settings between people (i.e., the human-to-human approach). There are only a few studies involving large-scale assessments of ColPS between a respondent and computer agents (i.e., the human-to-agent approach), where problem spaces are more standardized and fewer biases and confounds exist. In this study, we investigated students' ColPS behavioral patterns using latent profile analyses (LPA) based on two types of process data (i.e., response times and the number of actions) collected from the Program for International Student Assessment (PISA) 2015 ColPS assessment, a large-scale international assessment of the human-to-agent approach. Analyses were conducted on test-takers who: (a) were administered the assessment in English and (b) were assigned the Xandar unit at the beginning of the test. The total sample size was N = 2,520. Analyses revealed two profiles (i.e., Profile 1 [95%] vs. Profile 2 [5%]) showing different behavioral characteristics across the four parts of the assessment unit. Significant differences were also found in overall performance between the profiles. [ABSTRACT FROM AUTHOR]

In this paper, we present an agenda for the research directions we recommend in addressing the issues of realizing and evaluating communication in CPS instruments. We outline our ideas on potential ways to improve (1) generalizability in Human–Human assessment tools and ecological validity in Human–Agent ones; (2) flexible and convenient use of restricted communication options; and (3) an evaluation system of both Human–Human and Human-Agent instruments. Furthermore, in order to demonstrate possible routes for realizing some of our suggestions, we provide examples through an introduction of the features of our own CPS instrument. It is a Human–Human pre-version of a future Human–Agent instrument and a promising diagnostic and research tool in its own right, as well as the first example of transforming the so-called MicroDYN approach so that it is suitable for Human–Human collaboration. We offer new alternatives for communication in addition to pre-defined messages within the test, which are also suitable for automated coding. For example, participants can send or request visual information in addition to verbal messages. As regards evaluation as a hybrid solution, not only are the pre-defined messages proposed as indicators of different CPS skills, but so are a number of behavioural patterns. [ABSTRACT FROM AUTHOR]

Reducing inequity is the moral imperative confronting today's educational leaders. Central to reducing inequity is leaders' ability to solve the school-based problems that contribute to it, while building the positive and trusting professional relationships required for teachers to commit to the hard work of improvement. A theory of collaborative problem-solving informed our intervention designed to improve the effectiveness of leaders' behaviour as they worked with their teachers to accelerate the reading achievement of students yet to reach age-related standards. A concurrent mixed methods design was used to evaluate the impact of the intervention by analysing transcripts of interviews and leader-teacher conversations and student reading achievement data. Leaders' effectiveness in their conversations improved significantly as did the reading outcomes of their target students. Our findings suggest that even short interventions grounded in strong theory with appropriate learning opportunities can affect a positive change in leadership behaviour and student outcomes. [ABSTRACT FROM AUTHOR]