Abstract

Two experimental studies test the effect of group mirrors upon quantitative and qualitative aspects of participation in collaborative problem solving. Mirroring tools consist of a graphical representation of the group’s actions which is dynamically updated and displayed to the collaborators. In addition, metacognitive tools display a standard for desirable behavior. Results show that a mirroring tool did not substantively affect the behavior of subjects while a metacognitive tool led to increased participation in dialogue, including more frequent and precise planning.

Citation

Jermann, P. & Dillenbourg, P. (2008). Group mirrors to support interaction regulation in collaborative problem solving. Computers & Education, 51(1), 279-296. Elsevier Ltd. Retrieved March 21, 2023 from https://www.learntechlib.org/p/66475/.

Keywords

• Behavior Change
• Computer Simulation
• Computer Software
• Cooperation
• Cooperative learning
• Cooperative/collaborative learning
• Experiments
• Feedback (Response)
• Group Dynamics
• Human-computer interface
• information technology
• interaction
• metacognition
• problem solving
• Simulations