在课堂上协作解决问题的共识冲突的视觉分析
Jijian Lu1,2, Yuwei Zhang1, Yangjie Li1,2
1Jinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.
Frontiers in psychology
|January 4, 2024
概括
本研究确定了协作解决问题 (CPS) 中的共识冲突,以提高学生的技能. 想象这些冲突有助于开发技术辅助的反,以获得更好的学习成果.
科学领域:
- 教育教育教育教育教育教育.
- 认知科学 认知科学
- 教育中的人工智能
背景情况:
- 在数字社会中,协作解决问题 (CPS) 是至关重要的.
- 共同认知理论为理解CPS提供了一个框架.
- 技术辅助反是教育领域的一个新兴领域.
研究的目的:
- 在CPS中识别,诊断和可视化共识冲突.
- 促进以学习为导向的,创新的CPS方法.
- 为CPS开发技术辅助的反实践.
主要方法:
- 利用了64名7年级学生的32对开放式数学任务.
- 采用多摄像头视频记录进行详细分析.
- 应用SOLO理论来根据质量对学生进行分类,并分析话语和视觉数据.
主要成果:
- 在CPS话语中确定并可视化了共感冲突.
- 学生对的质量 (高,中,低) 与冲突模式相关.
- 有效地解决共识性冲突与改善学习有关.
结论:
- 鼓励学生解决共识冲突对于技能发展至关重要.
- 对共识冲突的视觉分析支持人工智能辅助教学.
- 智能诊断和CPS的视觉分析提供了创新的反解决方案.
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