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Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving.

Sunny Avry1,2, Gaëlle Molinari2, Mireille Bétrancourt2

  • 1SIMS Laboratory, Department of Computer Science, University of Geneva, Geneva, Switzerland.

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Summary

Emotional sharing in collaborative problem-solving regulates participants' actions and influences collaboration patterns. Understanding these dynamics is key to improving group work and learning outcomes.

Keywords:
collaborative actscollaborative learningcollaborative problem solvingemotion sharingsocio-cognitive processessocio-epistemic processessocio-relational processes

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Area of Science:

  • Educational Psychology
  • Computer Science
  • Social Psychology

Background:

  • Collaborative problem-solving is increasingly important globally.
  • Affective processes are gaining recognition in learning and problem-solving.
  • Real-time dynamics between emotional sharing and collaborative exchanges require deeper understanding.

Purpose of the Study:

  • To explore the interplay between real-time emotional sharing and collaborative acts in dyadic creative problem-solving.
  • To investigate how emotional sharing influences both the emitter's and receiver's collaborative actions.
  • To identify relationships between emotion sharing and collaborative patterns.

Main Methods:

  • Dyadic creative problem-solving task using an argument graph tool.
  • Participants co-created slogans and mapped arguments.
  • An emotion awareness tool enabled real-time emotional label sharing.
  • Real-time use indicators and statistical analyses were employed.

Main Results:

  • Emotional sharing was found to regulate both emitter's and receiver's collaborative acts.
  • Specific emotions were associated with distinct collaboration patterns across different phases.
  • Results indicate emotional sharing impacts both epistemic and relational aspects of collaboration.

Conclusions:

  • Emotional sharing is a crucial factor in regulating collaborative problem-solving.
  • Understanding emotional dynamics can enhance self- and co-regulation in group work.
  • Findings have implications for educational psychology and computer science applications in collaborative environments.