Sequence collaboration and individual work on the same ITS problems, then compare error and hint process data across conditions¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 against) · 2 studies (2 causal), q2–q3 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The authors' methodological strategy is to analyze "the hints and errors of students over time from process data" to understand why a combined collaborative-individual condition performs differently, looking at error rates "both when working collaboratively and individually" and hint requests relative to the other conditions. This complements pre/post learning-gain comparisons with within-activity behavioral traces rather than relying on outcome scores alone.

Design Implications¶

Context¶

Requirements¶

• Process logging of hint requests and errors must be available from the learning system.

Constraints¶

• The authors present these analyses as an initial exploration of a possibly valuable combination, not a settled account of when combining is beneficial.

Target Learners¶

• elementary students in ITS-supported mathematics

Target Learning Goals¶

• understanding how collaboration and individual practice interact during problem-solving

Claims¶

• Students in the combined condition tended to make fewer errors and request fewer hints over time than students in individual-only or collaborative-only conditions [+W]
• The combined condition had higher learning gains than individual-only and collaborative-only conditions, but only among 4th grade students [+W]
• Error rates per completed problem-solving step did not significantly differ between conditions [-W]

Related Strategies¶

Examples¶

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Key Sources¶

• Olsen, J. K., Rummel, N., & Aleven, V. (2019). It is not either or: An initial investigation into combining collaborative and individual learning using an ITS. International Journal of Computer-Supported Collaborative Learning, 14, 353-381. https://doi.org/10.1007/s11412-019-09307-0