The authors report that CBPS enhanced prospective teachers' collaboration and motivation¶
Claim · All claims
Evidence · 1 study · causalr1·q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The authors observed that CBPS group work fostered collaboration, mutual help and praise, and that technology as a cognitive tool supported collaboration, idea sharing and motivation; no quantitative measure is reported. → Yurniwati 2020
Evidence¶
Yurniwati 2020¶
Yurniwati, & Soleh, D. A. (2020). The Effectiveness of Computer-Based Problem Solving to Improve Higher Order Thinking Skills on Prospective Teachers. International Journal of Instruction, 13(2), 393-406. https://doi.org/10.29333/iji.2020.13227a
q1 · i? · causal · r1
Authors' interpretation in the Discussion, citing Glazer (2001), that technology as a cognitive tool improved "collaboration, share ideas, motivation and social behaviour"; the abstract likewise reports enhanced collaboration and motivation. No instrument or statistic for these outcomes is printed.
"Moreover, technology as a cognitive tool was used to find information, make models and present solutions to improve collaboration, share ideas, motivation and social behaviour (Glazer, 2001)."
Discussion¶
Learner Variables¶
- Collaboration — outcome: instruction changes it
Related Claims¶
- Computer-Based Problem Solving produced significantly higher HOTS post-test scores than expository learning among prospective primary teachers — related
- Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related
- During the cooperative learning program, students developed social and group-work skills, with high performers guiding teammates and low performers succeeding with peer help — related
- VR participants lacked mutual engagement in collaborative role-playing during the teaching simulation — reports the opposite
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