Consider students' social and cognitive capacities of CPS when assigning pairs for computer-based CPS tasks¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 2 studies (2 associational), q2–q3 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

This strategy derives from the Li et al. study of dyadic action transitions summarized in the editorial: the authors stress pedagogical implications for how teachers compose student pairs in computer-supported collaborative problem solving. The editorial states that "Pedagogical implications are stressed, such as being aware of the students' social and cognitive capacities of CPS when assigning them into pairs for computer-based CPS tasks." It presupposes that pair composition shapes collaboration productivity.

Design Implications¶

Context¶

Requirements¶

• Teachers need information about students' assessed social and cognitive CPS skill levels before assigning pairs

Constraints¶

• Grounded in short-term dyadic collaboration in an online assessment environment

Target Learners¶

• sixth-grade students working in pairs on computer-based CPS tasks

Target Learning Goals¶

• collaborative problem solving skills

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 [+M]
• Among 166 sixth graders, social CPS skill levels were mostly high while cognitive CPS skill levels were mostly low across four ATC21S CPS tasks [+M]
• CPS skill profiles of 166 students fell into three groups and yielded five distinguishable pair compositions among the 83 working dyads [+M]
• 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 [+M]

Related Strategies¶

Examples¶

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Key Sources¶

• Sanna Järvelä, Carolyn P. Rosé. (2022). Relations Matter – CSCL Research Informing and Developing CL Competencies. Intern. J. Comput.-Support. Collab. Learn (2022) 17:185–189. https://doi.org/10.1007/s11412-022-09373-x