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Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving

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Abstract

The research landscape displays increasing awareness of the important role of self-regulation and emotions in the process of acquiring Collaborative Problem-Solving skills (CPS), which are considered essential in almost all areas of life. However, there is still a dearth of research on developing CPS skills among elementary-school students. Our research therefore looks at how elementary school students' regulation skills and emotions are supported by a collaborative game using a collaboration script to scaffold group awareness. An intervention was carried out with a sample of 223 students aged between 10 and 13. The experimental group worked collaboratively in sub-groups, scaffolded by the game, while the control group attended regular lessons. The students’ attitudes towards collaboration were evaluated before and after the intervention. In addition to this, a focus group was held a week after the intervention, which involved 32 students from both groups. The quantitative analysis revealed that attitudes towards collaboration improved significantly among students in the experimental group. This difference can be explained by a combination of the intervention, the students’ initial attitudes, and their respective GPAs. The qualitative analysis provided evidence of the regulation processes and emotions that emerge when combining a collaboration script with group awareness tools during CPS activities. Furthermore, the results highlighted the relationship between these tools and positive emotions (i.e., satisfaction), co-regulation, and shared regulation. These findings suggest that there is a relationship between the co-regulation process required by the game and a shift in emotions from frustration to satisfaction. This work provides evidence of how scaffolding group awareness using a collaboration script supports regulation skills and emotions, thus promoting the development of Collaborative Problem-Solving skills.

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Availability of data and material

The datasets generated during and/or analysed during the current study are available from the corresponding author on request.

Code availability

The code generated during the current study are available from the corresponding author on request.

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Acknowledgements

This work was supported by Fondo Nacional de Desarrollo Científico y Tecnológico / Agencia Nacional de Investigación y Desarrollo [FONDECYT 1180024].

Funding

This work was supported by Fondo Nacional de Desarrollo Científico y Tecnológico / Agencia Nacional de Investigación y Desarrollo [FONDECYT 1180024].

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Authors and Affiliations

  1. Department of Computer Science, School of Engineering, Pontificia Universidad Católica de Chile, Santiago, Chile

    Matias Rojas, Miguel Nussbaum & Orlando Guerrero

  2. Department of Literature and Linguistics, Pontificia Universidad Católica de Chile, Santiago, Chile

    Pablo Chiuminatto

  3. Cognitive Science and Assessment, University of Luxembourg, 2, avenue de l Université, L-4365, Esch-sur-Alzette, Luxembourg

    Samuel Greiff

  4. Romance Languages & Literatures, Harvard University, Boylston Hall, Cambridge, MA, 02138, USA

    Rodrigo Del Rio

  5. Department of Statistics, Pontificia Universidad Católica de Chile, Santiago, Chile

    Danilo Alvares

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  1. Matias Rojas
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Appendices

Appendix A

Game Chracteristics

See Tables 7 and 8.

Table 7 General game characteristics
Full size table
Table 8 Game Characteristics by Stage
Full size table

Appendix B

Qualitative Method

See Table 9.

Table 9 Matrix for coding and analysis
Full size table

Appendix C

Design Considerations

See: https://zenodo.org/record/6010420/files/Appendix%20C.pdf?download=1

Appendix D

Stages of the Game

See: https://zenodo.org/record/6010420/files/Appendix%20D.pdf?download=1

Appendix E

Game Tasks

See: https://zenodo.org/record/6010420/files/Appendix%20E.pdf?download=1

Appendix F

Focus group interview guidelines

See: https://zenodo.org/record/6010420/files/Appendix%20F.pdf?download=1

Appendix G

Attitude toward collaboration scale

See: https://zenodo.org/record/6010420/files/Appendix%20G.pdf?download=1

Appendix H

Qualitative Results

See: https://zenodo.org/record/6010420/files/Appendix%20H.pdf?download=1

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Rojas, M., Nussbaum, M., Guerrero, O. et al. Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving. Intern. J. Comput.-Support. Collab. Learn 17, 135–168 (2022). https://doi.org/10.1007/s11412-022-09362-0

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