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Collaborative Problem Solving: Processing Actions, Time, and Performance.

Paul De Boeck1,2, Kathleen Scalise3

  • 1Department of Psychology, The Ohio State University, Columbus, OH, United States.

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Summary
This summary is machine-generated.

More actions in collaborative problem solving tasks correlate with lower success and faster completion. However, higher performance is linked to increased time investment. These findings are crucial for developing 21st-century skills.

Keywords:
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Area of Science:

  • Educational Psychology
  • Human-Computer Interaction
  • Cognitive Science

Background:

  • Collaborative problem solving is a critical 21st-century skill.
  • The Organization for Economic Co-operation and Development Program for International Student Assessment (OECD PISA) 2015 Xandar task provides a platform for studying collaborative problem solving.
  • Understanding the interplay between actions, time, and performance is essential for educational and workplace contexts.

Purpose of the Study:

  • To investigate the relationship between the number of actions, time invested, and problem-solving performance in a collaborative task.
  • To analyze these relationships across different phases of the collaborative problem-solving process.
  • To identify how these factors contribute to overall success in collaborative problem-solving.

Main Methods:

  • Utilized data from the OECD PISA 2015 Xandar task, focusing on a United States data set.
  • Employed confirmatory factor analysis (CFA) to model latent variables: actions (A), time (T), and performance level (P).
  • Analyzed relationships at both the overall task level and within specific task parts.

Main Results:

  • For the entire task, increased actions were associated with decreased success and faster completion times.
  • Conversely, higher performance levels were correlated with longer invested time.
  • Specific, yet general, relationships between actions, time, and performance were observed within individual task parts.

Conclusions:

  • The study reveals a complex interplay between effort (actions), time, and success in collaborative problem solving.
  • Findings suggest that efficiency (speed and fewer actions) may not always equate to higher performance.
  • These insights are vital for designing effective training programs to enhance students' collaborative problem-solving abilities for future success.