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Visual analysis of commognitive conflict in collaborative problem solving in classrooms.

Jijian Lu1,2, Yuwei Zhang1, Yangjie Li1,2

  • 1Jinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Frontiers in Psychology
|January 4, 2024
PubMed
Summary

This study identifies commognitive conflicts in collaborative problem-solving (CPS) to improve student skills. Visualizing these conflicts aids in developing technology-assisted feedback for better learning outcomes.

Keywords:
cognitive diagnosiscollaborative problem solvingcommognitive conflictlearning-oriented feedbackvisualization

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Area of Science:

  • Education
  • Cognitive Science
  • Artificial Intelligence in Education

Background:

  • Collaborative problem-solving (CPS) is crucial in digital societies.
  • Commognitive theory offers a framework for understanding CPS.
  • Technology-assisted feedback is an emerging area in education.

Purpose of the Study:

  • To identify, diagnose, and visualize commognitive conflicts in CPS.
  • To foster a learning-oriented, innovative approach to CPS.
  • To develop technology-assisted feedback practices for CPS.

Main Methods:

  • Utilized open-ended mathematical tasks with 64 Year 7 students in 32 pairs.
  • Employed multi-camera video recordings for detailed analysis.
  • Applied SOLO theory to categorize student pairs by quality and analyzed discourse and visual data.

Main Results:

  • Commognitive conflicts were identified and visualized within CPS discourse.
  • Student pairs' quality (high, medium, low) correlated with conflict patterns.
  • Effective resolution of commognitive conflicts is linked to improved learning.

Conclusions:

  • Encouraging students to address commognitive conflicts is essential for skill development.
  • Visual analysis of commognitive conflicts supports AI-assisted teaching.
  • Intelligent diagnosis and visual analysis of CPS offer innovative feedback solutions.