Across the special issue, all four levels of coupling minds correlate with task performance¶

Claim · All claims
Evidence · 1 study · review r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Early visual attention, knowledge integration, metacognitive co-planning, and performing activities all correlate with task performance, showing coupling can be facilitated at all four levels. → Cress 2018

Evidence¶

Cress 2018¶

Cress, U., Stahl, G., Rose, C., Law, N., & Ludvigsen, S. (2018). Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. International Journal of Computer-Supported Collaborative Learning, 13, 235–240. https://doi.org/10.1007/s11412-018-9284-z

q1 · i? · review · r2

This is the editors' cross-paper synthesis of the special issue: all four studies related their focal process level to output variables such as individual learning results or quality of a shared artifact. No pooled statistics are printed.

"Summarized across all four studies we find correlations for all four levels of coupling with task performance:"

Discussion¶

Learner Variables¶

• Collaboration — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Joint visual attention correlates with collaboration quality, but unbalanced visual participation is negatively correlated with learning gains — a narrower finding that bears on this claim
• Awareness visualizations of shared task perception improved reported strategy success and equalized expected effectiveness of planning and teamwork strategies — related
• Regulation at the dyadic and/or group level is positively related to group performance in CSCL — a broader claim this one bears on
• With a scripted collaboration designed to elicit metacognition, deep-level metacognitive regulation stays rare and students mostly accept rather than co-construct or share regulation — related