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Support for Collaborative Learning From Well-Thought-Out Group - - PowerPoint PPT Presentation

Mar 15, 2023 201 likes •769 views

Advancements in Intelligent Support for Collaborative Learning From Well-Thought-Out Group Formation to Effective Peer Interactions Seiji Isotani Associate Professor Department of Computer Systems University of Sao Paulo sisotani@icmc.usp.br

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Advancements in Intelligent Support for Collaborative Learning

From Well-Thought-Out Group Formation to Effective Peer Interactions

Department of Computer Systems

University of Sao Paulo

sisotani@icmc.usp.br

Associate Professor

Seiji Isotani

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Team

PhD Students Master Students PI

Seiji Cida Fernando Geiser Helena Rachel Simone Wilmax Kamila

Affiliated Researchers

Carla Leonardo

2

Rafaela Bruno Armando

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The field

  • f

Computer-Supported Collaborative Learning - CSCL dedicates to study about how technology can be used to support collaborative learning and its processes (Stahl et al., 2006)

3

Context

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The field

  • f

Computer-Supported Collaborative Learning - CSCL dedicates to study about how technology can be used to support collaborative learning and its processes (Stahl et al., 2006) Despite

  • f

the potential benefits

  • f

Collaborative Learning, this approach is

  • nly

beneficial when there is an adequate design and orchestration of its scenarios (Hernández-Leo et al., 2006, 2011;

Dillenbourg, 2013)

4

Context

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Sequence of activities

Group Formation CL Design Interaction Support and Analysis

... Learners Groups

Teacher Meaningful Results 5

Context

The Problem

  • These activities are too complex and time consuming
  • They also require specific knowledge and skills
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How to increase the chances of successful collaborative learning (CL)?

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How to provide intelligent support to design and carry out collaboration ?

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Challenges !

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Knowledge to design effective collaboration is distributed across several learning theories and pedagogical practices

Isotani, S; Mizoguchi, et al. (2009) An ontology engineering approach to the realization of theory-driven group formation. International Journal of Computer-Supported Collaborative Learning, v. 4, p. 445-478.

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They do not share the same terminology, assumptions and expectations and can be even contradictory!

Mor, Y., Craft, B., & Hernández-Leo, D. (2013). The art and science of learning design. Research in Learning Technology, 21. http://dx.doi.org/10.3402/rlt.v21i0.22513

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Furthermore, if we consider only 15 pedagogical practices (3

dosage levels), there are

205 trillion options

to be considered

Koedinger, K. R., Booth, J. L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342(6161), 935-937..

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12

Can we organize this pedagogial knowledge and build a computational infrastructure to use it adequately?

So, the question is ...

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13

I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior k./cog. state Goal state I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal W(A)-goal W(A)-goal Role Role Role YI-goal YI-goal YI-goal YI-goal Role Role Role YI-goal YI-goal YI-goal YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior k./cog. state k./cog. state Goal state I-goal I-goal I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G

Pedagogical knowledge

Use ontological engineering to describe formally meaningful information contained in theories Ontological structure Use ontologies to support the development of

  • ntology-aware systems

users

Teachers and students

Run experimental studies to:

  • propose group formation;
  • design group activities;
  • estimate benefits, etc..

Our Approach

Theory aware intelligent systems

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Formalizing CL

LA LC LB

Whole group smaller group part of the whole interaction

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15

LA LC LB

Role Role Role Individual goal Individual goal Individual goal Strategy A Whole group goal Sub-group goal Strategy B

Formalizing CL

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16

Knowledge Formalization I-goal(LC) I-goal(LB) I-goal(LA) W(L)-goal({LA,LB}) W(L)-goal({LA,LB,LC}) Y<=I -goal(LA<=LB) Y<=I-goal (LB<=LA) Learning Strategies Learning Goals Group Goals

LA LC LB

Role Role Role

Roles

Formalizing CL

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17

I-goal(LC) I-goal(LB) I-goal(LA) W(L)-goal({LA,LB}) W(L)-goal({LA,LB,LC}) Y<=I -goal(LA<=LB) Y<=I-goal (LB<=LA) Learning Strategies Learning Goals

Interaction Patterns

HOW?

Interaction Patterns

Group Goals

LA LC LB

Role Role Role

Roles

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18

Interaction Patterns

LA

learning goal (LB) learning goal (LA)

LB

Influential I_L Events Instructional Event Learning Event

actionLA

Role Role

actionLB

Instructional event Influential I_L event

I event

I-goal

Instructor Benefits for the Instructor

LB Action

Instructional action L event Learner

LA Action

Learning action

Learning event I-goal

Benefits for the Learner

Object

Learning object Instructor Learner

Interaction Patterns for Learning Theories proposed by Inaba et al. 2003 Anchored Instruction Peer Tutoring Distributed Cognition LPP Cognitive Constructivism Cognitive Flexibility Theory Sociocultural Theory Observational Learning Cognitive Apprenticeship

Interactions

Ontological framework

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CL Ontology

W(A)-goal

Y<=I-goal CL Scenario

CL process Learning Strategy

I-goal

I-role I-goal (I)

Leaner Learner

You-role

W(L)-goal

How to interact

Interaction Pattern

Necessary Interaction Activity

Influential I_L event

Complementary Interaction Activity

Influential I_L event

Common goal

Knowledge/cognitive state CL Role

Necessary Condition Desired Condition

Knowledge/cognitive state Instructional event Influential I_L event

I event

I-goal

Instructor Benefits for the Instructor

Role Holder Action

Instructional action L event Learner

Role Holder Action

Learning action

Learning event I-goal

Benefits for the Learner (a) (c) (b)

Role Holder Role Holder 1..*

(d) How to collaborate

Behavioral Role

(e)

Object

Learning object

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20 Sequence of activities

CL Design

... Ontologies

CHOCOLATO: Concrete and Helpful Ontology-aware Collaborative Learning Authoring Tool

Interaction Analysis Meaningful results

Learners Theories

CHOCOLATO

I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior k./cog. state Goal state I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal W(A)-goal W(A)-goal Role Role Role YI-goal YI-goal YI-goal YI-goal Role Role Role YI-goal YI-goal YI-goal YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior k./cog. state k./cog. state Goal state I-goal I-goal I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G

Group Formation

Effective Groups

Isotani, S; Mizoguchi, et al. (2009) An ontology engineering approach to the realization of theory-driven group formation. International Journal of Computer-Supported Collaborative Learning, v. 4, p. 445-478.

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21

)

Student 1

How to group students?

Student 2

)

Student 3

)

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22

)

Student 1 Student 2

)

Student 3

)

How to group students?

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23

)

Student 1 Student 2

)

Student 3

)

How to group students?

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24

)

Student 1 Student 2

)

Student 3

)

How to group students?

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25

Theory-Driven Group Formation

Identify which theories can help learners to achieve their goals learning goals

Y<=I-goal CL scenario

Learning Strategy IT<=LR

I-goal

I-role I-goal

Learner Learner

You-role

G

*

participant

Behavioral role

participant

Behavioral role Satisfies Teacher’s intention Gn G1 …

learning goals

Teacher’s intention

Y<=I-goal

Learning Strategy LR<=IT

I-goal

I-role I-goal

Learner

G

participant

Behavioral role

…

Gn G1 … Satisfies Can play Can play

LA LB

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26

Ontologies

CHOCOLATO: Concrete and Helpful Ontology-aware Collaborative Learning Authoring Tool

Group Formation Interaction Analysis Meaningful results

Learners Effective Groups Theories

CHOCOLATO

Sequence of activities

CL Design

...

I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior k./cog. state Goal state I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal W(A)-goal W(A)-goal Role Role Role YI-goal YI-goal YI-goal YI-goal Role Role Role YI-goal YI-goal YI-goal YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior k./cog. state k./cog. state Goal state I-goal I-goal I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G
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GMIP: Growth model improved by Interaction Patterns The model offers a solution to create theory-aware tools that help to design CL activities

Isotani, Seiji; Mizoguchi, R. ; Inaba, A. ; Ikeda, M. . The foundations of a theory-aware authoring tool for CSCL design. Computers and Education, v. 54, p. 809-834, 2010.

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28

Framework to design domain-dependent CL scenarios

Learning resources Knowledge/ Skill LO1 LO2

S K S K S K S K

Use Model (GMIP) Learning state Domain dependent learning objects Domain independent

  • ntologies

(a) (b) (c) (d) boundary

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29

CHOCOLATO

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30

Group Formation

Effective Groups Sequence of activities

CL Design

... Ontologies

CHOCOLATO: Concrete and Helpful Ontology-aware Collaborative Learning Authoring Tool

Meaningful results

Learners Theories

CHOCOLATO

I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior k./cog. state Goal state I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal W(A)-goal W(A)-goal Role Role Role YI-goal YI-goal YI-goal YI-goal Role Role Role YI-goal YI-goal YI-goal YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior k./cog. state k./cog. state Goal state I-goal I-goal I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G

Interaction Analysis

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31

Collaborative Learning Ontology

Does it really work in practice?

Isotani, Seiji; Mizoguchi, R. et al (2013) A Semantic Web-based authoring tool to facilitate the planning of collaborative learning scenarios compliant with learning theories. Computers and Education, v. 63, p. 267-284.

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32

In vivo studies

1st principal component Score in the first test Average score of all tasks Score in the first test Average score of all tasks 2008 2009

1st principal component 2nd principal component Score in the first test

Average score of all tasks

2001 Score in the first test

Average score of all tasks

Score in the first test

Average score of all tasks

2006 2007 …

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33 Sequence of activities

CL Design

... Ontologies

CHOCOLATO: Concrete and Helpful Ontology-aware Collaborative Learning Authoring Tool

Interaction Analysis Meaningful results

Learners Theories

CHOCOLATO

I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior k./cog. state Goal state I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior W(A)-goal Role YI-goal Role YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal W(A)-goal W(A)-goal Role Role Role YI-goal YI-goal YI-goal YI-goal Role Role Role YI-goal YI-goal YI-goal YI-goal W(L)-goal Common goal Primary focus (P) Secondary focus (S) S<=P-goal P<=S-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Behavior I-goal I-goal I-goal I-goal Behavior I-role You-role I-goal (I) Y<=I-goal Y<=I-goal Behavior k./cog. state k./cog. state Goal state I-goal I-goal I-goal W(L)-goal k./cog. state (Group) Goal state How does the learner change his/her state? What activity does the group want to do? How does the group change its state? G G G G Why does the learner want to interact with other learners? S S G

Group Formation

Effective Groups

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Group Formation

Emotion Mood

Personality trait

Allocation

  • f Resources

Individual Goals Group Goals

Learning Theories

Interaction Patterns Learning Style Group Composition

Teaching Strategies

Collaboration

Elements that affect

Isotani, S., Inaba, A., Ikeda, M., Mizoguchi, R. (2009). “An Ontology Engineering Approach to the Realization of Theory-Driven Group Formation”. International Journal of Computer-Supported Collaborative Learning, Springer, 4(4), p. 445-478.

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Research Gap

  • Personality trait
  • Emotion
  • Mood

+

  • CSCL
  • Scripted collaboration
  • Pedagogical knowledge

“Affective Issues in CSCL: The Neglected Aspect of Motivation self-regulation”

Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer- supported collaborative learning. In Technology-enhanced learning (pp. 3-19). Springer.

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15

Results

Understanding the Importance of Affective States in CSCL

González-Ibáñez, R., Shah, C. (2014). Performance Effects of Positive and Negative Affective States in a Collaborative Information Seeking Task. International Conference on Collaboration and Technology (CRIWG 2014), p. 153-168.

  • Studying working in Pairs
  • Experiment setup (45 dyads)

1.

Positive-Positive

2.

Negative-Negative

3.

Positive-Negative

  • Which one correlates to better students’ performance?
  • Negative-Negative  Better Performance
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15

Results

Understanding the Importance of Affective States in CSCL

Caspi, A.; Blau, I. Collaboration and psychological ownership: how does the tension between the two influence perceived learning?. Social Psychology of Education, vol. 14, issue 2, p. 283-298, 2011

  • Why students tends to not like to work in groups
  • vertime?
  • Experiment setup (118 undergrad students)

1.

Control group

2.

Experimental groups

  • Results: collaboration may improve perceived quality,

but students may avoid it because they do not want to lose a sense of personal ownership (feeling of contribution)

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Understand the role

  • f

affective states in group formation (and collaborative learning processes)

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Stablish the relationship between personality trait and pedagogical theories in the context of CSCL

Specific Objectives

1

Reis, R. C. D. ; Rodriguez, C. L. ; Challco, G. C. ; Lyra, K. K. ; Marques, L. B. ; Jaques, P. ; Bittencourt, I. I. ; ISOTANI, S. . Step Towards a Model to Bridge the Gap between Personality Traits and Collaborative Learning Roles. Interaction Design and Architecture(s) Journal, v. 28, p. 145-163, 2016.

Ontological Model

+

Relation

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Learning Theory 1

Role 1.1 Role 1.2

Learning Theory7

Role 7.1 Role 7.2

Personality Questionnaire

Standardize

PTX PTY … PTm Characteristics CP1CP2 CP3 CP4 Behavior CR1 CR2 CR3 CR4

…

ETPC

PT1 PT2 PTn1

MBTI

PT1 PT2 TPn2

Big Five

PT1 PT2 PTn3

EPQ-J

PT1 PT2 PTn4

1) Select a set of personality traits

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Learning Theory 1

Role 1.1 Role 1.2

Learning Theory7

Role 7.1 Role 7.2

Personality Questionnaire

Standardize

PTX PTY … PTm Characteristics CP1CP2 CP3 CP4 Behavior CR1 CR2 CR3 CR4

…

2) Apply a filter to avoid duplicate elements in

  • ntology

ETPC

PT1 PT2 PTn1

MBTI

PT1 PT2 TPn2

Big Five

PT1 PT2 PTn3

EPQ-J

PT1 PT2 PTn4

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Learning Theory 1

Role 1.1 Role 1.2

Learning Theory7

Role 7.1 Role 7.2

Personality Questionnaire

Standardize

PTX PTY … PTm Behavior CR1 CR2 CR3 CR4

…

ETPC

PT1 PT2 PTn1

MBTI

PT1 PT2 TPn2

Big Five

PT1 PT2 PTn3

EPQ-J

PT1 PT2 PTn4

3) Determine the personality traits characteristics Characteristics CP1CP2 CP3 CP4

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Eysenck, H.J., Eysenck, S.B.G. (1975). Manual of the Eysenck Personality Questionnaire-Junior. London: Hodder and Stoughton

Characteristics

Personality Trait

)

Extraversion Unsociable, reflexive, moody, reserved Anxious, rigid, pessimistic, quiet, Passive, careful, peaceful, controlled Even-tempered, calm, reliable

)

Introversion Impulsive, sensible, restless, Aggressive, easygoing, optimistic, Active, sociable, talkative, receptive Lively, unconcerned, leader

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Characteristics CP1CP2 CP3 CP4

Learning Theory 1

Role 1.1 Role 1.2

Learning Theory7

Role 7.1 Role 7.2

Personality Questionnaire

Standardize

PTX PTY … PTm Behavior CR1 CR2 CR3 CR4

…

ETPC

PT1 PT2 PTn1

MBTI

PT1 PT2 TPn2

Big Five

PT1 PT2 PTn3

EPQ-J

PT1 PT2 PTn4

4) Identify the roles based on collaborative learning theories

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Inaba, A.; Mizoguchi, R. (2004). Learner's Role and Predictable Educational Benefits in Collaborative Learning. In Proceeding of the International Conference on Intelligent Tutoring Systems, LNCS 3220, Springer-Verlag, p. 285-294.

) )

Anchored Instructor Problem Holder

Anchored Instruction

Collaborative Learning Theory

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Characteristics CP1CP2 CP3 CP4

Learning Theory 1

Role 1.1 Role 1.2

Learning Theory7

Role 7.1 Role 7.2

Personality Questionnaire

Standardize

PTX PTY … PTm Behavior CR1 CR2 CR3 CR4

…

ETPC

PT1 PT2 PTn1

MBTI

PT1 PT2 TPn2

Big Five

PT1 PT2 PTn3

EPQ-J

PT1 PT2 PTn4

5) Identify students’ behavior based on collaborative learning roles.

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Students’ behavior

  • Diagnosing problems
  • Advising

and guiding

  • ther students
  • Explain

some content in his/her own words

Inaba, A.; Mizoguchi, R. (2004). Learner's Role and Predictable Educational Benefits in Collaborative Learning. In Proceeding of the International Conference on Intelligent Tutoring Systems, LNCS 3220, Springer-Verlag, p. 285-294.

) )

Anchored Instructor Problem Holder

Anchored Instruction

Collaborative Learning Theory

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SLIDE 48

Characteristics CP1CP2 CP3 CP4

Learning Theory 1

Role 1.1 Role 1.2

Learning Theory7

Role 7.1 Role 7.2

Personality Questionnaire

Standardize

PTX PTY … PTm Behavior CR1 CR2 CR3 CR4

…

ETPC

PT1 PT2 PTn1

MBTI

PT1 PT2 TPn2

Big Five

PT1 PT2 PTn3

EPQ-J

PT1 PT2 PTn4

6) Identify personality traits characteristics that may negatively influence students’ behavior.

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SLIDE 49
  • May negatively influence students’ behavior

Pavalache-Ilie M., Cocorada S. (2014) Interactions of students’ personality in the online learning environment, Social and Behavioral Sciences, 128, pp. 117--122 .

Characteristics

Personality Trait Unsociable Close to interact with

  • thers

students Difficulty in solving problems that require reflection Impulsive Introverted Extroverted

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SLIDE 50

Characteristics CP1CP2 CP3 CP4

Learning Theory 1

Role 1.1 Role 1.2

Learning Theory7

Role 7.1 Role 7.2

Personality Questionnaire

Standardize

PTX PTY … PTm Behavior CR1 CR2 CR3 CR4

…

Relation

ETPC

PT1 PT2 PTn1

MBTI

PT1 PT2 TPn2

Big Five

PT1 PT2 PTn3

EPQ-J

PT1 PT2 PTn4

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SLIDE 51

6 Educacross (2016). “A plataforma da Educação Inteligente”, Disponível em <https://www.educacross.com.br/ >.

Case Study

  • Place: Escola Paidéia, Bebedouro – SP.
  • Participants: 15 students (9 -10 years old)
  • Subject: basic math operations
  • Material: math games using Educacross platform6.
  • Characteristics: Levels of Impusiveness (PT: Extroversion and

neuroticism)

51

REIS, RACHEL ; RODRIGUEZ, CARLA ; LYRA, KAMILA ; Isotani, Seiji . Investigando o Impacto da Característica de Impulsividade na Aprendizagem Colaborativa com Suporte Computacional. In: XXVII Simpósio Brasileiro de Informática na Educação, 2016, Uberlandia. p. 1235-1244.

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Example of CL scenario

52

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intervention Pre-test Post-test Delayed Post-test

CL activities (dyads)

  • Cognitive test
  • Personality test

Procedure

53

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Results

  • We observed that low impulsivity did not influence negatively the

performance of students when playing the role of full participant.

  • Yet, there are some indications that high impulsivity may affect

students performance.

  • We need more experiments and data ....
  • Need to collect that in large scale ...
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SLIDE 55

3 Stablish the relationship between personality trait and collaborative learning theory Stablish the relationship between emotion and collaborative learning theory 2 Stablish the relationship between mood and collaborative learning theory

Future Directions

1

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SLIDE 56

Advancements in Intelligent Support for Collaborative Learning

From Well-Thought-Out Group Formation to Effective Peer Interactions

Department of Computer Systems

University of Sao Paulo

sisotani@icmc.usp.br

Associate Professor

Seiji Isotani