Edge weights between CKC–regulation codes differ significantly between the tasks only for the share/compare and disagree phases¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Mann–Whitney U comparison of edge weights with a 5% significance level found significant differences only between the CKC phases share/compare and disagree. → Zabolotna 2025

Evidence¶

Zabolotna 2025¶

Zabolotna, K., Nøhr, L., Iwata, M., Spikol, D., Malmberg, J., & Järvenoja, H. (2025). How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students' interactions in two varied tasks. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09442-3

q3 · i? · associational · r1

T/ONA edge-weight comparison between task networks at a 5% significance level. The article reports it "only found significant differences between the two CKC phases 'share/compare' and 'disagree'," meaning group transitions between these phases differ significantly by task.

"We compared the edge weights (connections between the codes) between the two task types using a Mann–Whitney U test with a significance level of 5% (e.g., whether emotion–motivation regulation more often led to negotiation in Simua than in SimSketch), but only found significant differences between the two CKC phases "share/compare" and "disagree.""

Discussion¶

Related Claims¶

• Learning patterns in ill-structured tasks are less strategic than in well-structured tasks, and on-track students apply learning strategies in later phases than off-track students — related
• Emotion–motivation regulation is the code most often connected to other codes in both tasks, linking to negotiation in SimSketch but to share/compare in Simua — related
• Collaborative knowledge construction episodes are significantly longer in the conceptual physics task but almost three times more frequent in the robotics task — related
• Group-level cognitive regulation occurs significantly more in the conceptual physics task than in the robotics task — related
• Cognitive regulation led to negotiation in the physics task, whereas in the robotics task negotiation more often preceded cognitive regulation — related