Share students' task perception data with teachers to enable targeted support during collaborative tasks¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The authors propose extending the situational task perception data collected in this study to teachers: "Perhaps the teacher could already, prior to the task or during the task, identify the students or collaborating groups who struggle with the task and then provide targeted support for the students." This builds on the finding that task difficulty and understanding ratings can be captured unobtrusively with technology-enhanced learning environments and mobile tools.

Design Implications¶

Context¶

Requirements¶

• A technology-enhanced learning environment that collects students' situational task understanding and task difficulty ratings

Constraints¶

• In the current study the information was offered only to the students, so teacher-facing use remains a proposal

Target Learners¶

• upper elementary school students working in collaborative groups

Target Learning Goals¶

• regulation of learning during collaborative tasks

Claims¶

• Teachers used student perception data to shift lesson design, modify norms, and target personalized intervention, but heavy workload inhibited data integration [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Malmberg, J., Haataja, E., & Järvelä, S. (2022). Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09320-z