How Social Challenges Affect Children's Regulation and Assignment Quality in Hypermedia: A Process Mining Study

Autor/inn/en	Paans, Cindy; Onan, Erdem; Molenaar, Inge; Verhoeven, Ludo; Segers, Eliane
Titel	How Social Challenges Affect Children's Regulation and Assignment Quality in Hypermedia: A Process Mining Study
Quelle	In: Metacognition and Learning, 14 (2019) 2, S.189-213 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paans, Cindy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-019-09204-9
Schlagwörter	Metacognition; Grade 5; Grade 6; Hypermedia; Assignments; Elementary School Students; Writing Skills; Cooperative Learning; Cognitive Processes; Behavior Problems; Time on Task; Learning Processes; Social Behavior; Comparative Analysis + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Assignment; Auftrag; Zuweisung; Writing skill; Schreibfertigkeit; Kooperatives Lernen; Cognitive process; Kognitiver Prozess; Zeitaufwand; Learning process; Lernprozess; Social behaviour; Soziales Verhalten
Abstract	The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience high levels of social challenge in terms of the quality of their written assignment, as well as the frequency and sequential pattern of their cognitive, metacognitive, relational, and off-task activities during a collaborative hypermedia assignment. Sequential analyses were performed by means of process mining with a fuzzy miner algorithm. Results showed that assignment quality was higher for low social challenge dyads. In addition, these more successful dyads showed more cognitive processing activities, more high-cognition, and fewer off-task activities. In terms of their process models, low and high challenge dyads showed marked differences. More specifically, high social challenge dyads showed a vicious cycle of social challenges and off-task behaviors, whereas low social challenge dyads engaged in high-cognition. In addition, for low challenge dyads, but not high challenge dyads, the various metacognitive activities were closely connected to each other. These findings indicate that social challenges not only affect assignment quality, but also fundamentally affect the overall learning process. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01