Effects of Personalized Intervention on Collaborative Knowledge Building, Group Performance, Socially Shared Metacognitive Regulation, and Cognitive Load in Computer-Supported Collaborative Learning

Autor/inn/en	Zheng, Lanqin; Zhong, Lu; Niu, Jiayu; Long, Miaolang; Zhao, Jiayi
Titel	Effects of Personalized Intervention on Collaborative Knowledge Building, Group Performance, Socially Shared Metacognitive Regulation, and Cognitive Load in Computer-Supported Collaborative Learning
Quelle	In: Educational Technology & Society, 24 (2021) 3, S.174-193 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Instructional Effectiveness; Individualized Instruction; Computer Assisted Instruction; Cooperative Learning; Intervention; Metacognition; Self Management; Difficulty Level; Group Discussion; Group Dynamics; Knowledge Level; Performance Factors; Feedback (Response); College Students; Computer Science Education; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Individualisierender Unterricht; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Schwierigkeitsgrad; Gruppendiskussion; Gruppendynamik; Wissensbasis; Leistungsindikator; Collegestudent; Computer science lessons; Informatikunterricht; Ausland
Abstract	In recent years, the rapid development of artificial intelligence has increased the power of personalized learning. This study aimed to provide personalized intervention for each group participating in computer-supported collaborative learning. The personalized intervention adopted a deep neural network model, Bidirectional Encoder Representations from Transformers (BERT), to automatically classify online discussion transcripts and provide classification results in real time. Personalized feedback and recommendations were automatically generated from the classification results. A quasi-experimental research design was adopted to examine the effects of the proposed personalized intervention approach on collaborative knowledge building, group performance, socially shared metacognitive regulation, and cognitive load. Sixty-six college students participated in this study and were randomly assigned to the experimental and control groups. For online collaborative learning, students in the experimental group adopted the personalized intervention approach, whereas those in the control group used the conventional approach. Both quantitative and qualitative research methods were adopted to analyze data. The results indicated significant differences in the level of collaborative knowledge building and group performance between the experimental and control groups. Furthermore, the experimental group demonstrated more socially shared metacognitive regulation than the control group. There was no significant difference in cognitive load between the experimental and control groups. The results obtained from interviews were consistent with the quantitative data. The main findings together with the implications for practitioners are discussed in depth. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01