CPS skill profiles of 166 students fell into three groups and yielded five distinguishable pair compositions among the 83 working dyads¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Individual students fell into HH, HL, and LL CPS skill groups, and pairing them produced five pair compositions used for further analysis. → Shupin Li · Johanna Pöysä-Tarhonen · Päivi Häkkinen 2022

Evidence¶

Shupin Li · Johanna Pöysä-Tarhonen · Päivi Häkkinen 2022¶

Shupin Li · Johanna Pöysä-Tarhonen · Päivi Häkkinen (2022). Patterns of action transitions in online collaborative problem solving: A network analysis approach. Intern. J. Comput.-Support. Collab. Learn (2022) 17:191–223 https://doi.org/10.1007/s11412-022-09369-7

q3 · i? · associational · r1

Descriptive classification of the 166 participants into theoretically based CPS profiles following Andrews-Todd & Forsyth (2020), with skill levels 1-3 coded low and 4-6 high. "There were three CPS groups for 166 individual participants" (HH, HL, LL), and pairing produced "five pair compositions of CPS skills" among the 83 dyads.

"In our data, there were three CPS groups for 166 individual participants: high social and high cognitive skills (HH), high social and low cognitive skills (HL), and low social and low cognitive skills (LL). Because the four CPS assessment tasks were administered in pairs, five pair compositions of CPS skills were identified among the 83 pairs of participants for further analysis."

Discussion¶

Related Claims¶

• Dyad pairs with one member high in both social and cognitive CPS skills show more actions and higher frequency of action transitions than other pairs — related
• No significant difference found across pair compositions in alternating sequences of two or three actions during CPS — related
• Pairs with at least one member high in both social and cognitive CPS skills conducted more actions with more frequent and more dispersed action transitions than other pairs — related
• Among 166 sixth graders, social CPS skill levels were mostly high while cognitive CPS skill levels were mostly low across four ATC21S CPS tasks — related
• Frequency-based content analysis shows little variation in how CPS was actualized across groups and tasks, with Problem Reanalysis the most frequent sub-element in both task designs — related