Distributed cognition applied to the empirical analysis of computer supported collaborative kowledge management interactions

In the field of Human Computer Interaction, and more specifically in the field of Computer Supported Collaborative Work and Knowledge Management, cognitive and sociological dimensions cannot be neglected in the design of value analysis. The material and social environment models almost all cognitive processes because the vast majority of them are mediated by the interaction with other agents and other artifacts. Computers connected to the Internet, are becoming fundamental elements of these interactions. Following these premises, in this paper, a methodological framework is applied, called MAIA (Methodology for the analysis of the interaction between agents of a socio-technical system), structured and based on distributed cognition in order to facilitate the analysis of a collaborative Web system oriented to knowledge management in an academic context, at high university level. Specifically, the analysis focuses on the interactions of cognitive agents that occur during the cycle of knowledge management (activities to use, create, distribute and share knowledge), and on how they affect coordination, communication and collaboration, key aspects of group work.XI Workshop de Ingeniería de SoftwareRed de Universidades con Carreras de Informática (RedUNCI

Distributed cognition applied to the empirical analysis of computer supported collaborative kowledge management interactions

In the field of Human Computer Interaction, and more specifically in the field of Computer Supported Collaborative Work and Knowledge Management, cognitive and sociological dimensions cannot be neglected in the design of value analysis. The material and social environment models almost all cognitive processes because the vast majority of them are mediated by the interaction with other agents and other artifacts. Computers connected to the Internet, are becoming fundamental elements of these interactions. Following these premises, in this paper, a methodological framework is applied, called MAIA (Methodology for the analysis of the interaction between agents of a socio-technical system), structured and based on distributed cognition in order to facilitate the analysis of a collaborative Web system oriented to knowledge management in an academic context, at high university level. Specifically, the analysis focuses on the interactions of cognitive agents that occur during the cycle of knowledge management (activities to use, create, distribute and share knowledge), and on how they affect coordination, communication and collaboration, key aspects of group work.XI Workshop de Ingeniería de SoftwareRed de Universidades con Carreras de Informática (RedUNCI

The state of the art of diagnostic multiparty eye tracking in synchronous computer-mediated collaboration

In recent years, innovative multiparty eye tracking setups have been introduced to synchronously capture eye movements of multiple individuals engaged in computer-mediated collaboration. Despite its great potential for studying cognitive processes within groups, the method was primarily used as an interactive tool to enable and evaluate shared gaze visualizations in remote interaction. We conducted a systematic literature review to provide a comprehensive overview of what to consider when using multiparty eye tracking as a diagnostic method in experiments and how to process the collected data to compute and analyze group-level metrics. By synthesizing our findings in an integrative conceptual framework, we identified fundamental requirements for a meaningful implementation. In addition, we derived several implications for future research, as multiparty eye tracking was mainly used to study the correlation between joint attention and task performance in dyadic interaction. We found multidimensional recurrence quantification analysis, a novel method to quantify group-level dynamics in physiological data, to be a promising procedure for addressing some of the highlighted research gaps. In particular, the computation method enables scholars to investigate more complex cognitive processes within larger groups, as it scales up to multiple data streams

Facilitating collaborative knowledge construction in computer-mediated learning with structuring tools

Collaborative knowledge construction in computer-mediated learning environments puts forward difficulties regarding what tasks learners work on and how learners interact with each other. For instance, learners who collaboratively construct knowledge in computer-mediated learning environments sometimes do not participate actively or engage in off-task talk. Computer-mediated learning environments can be endorsed with socio-cognitive structuring tools that structure the contents to be learned and suggest specific interactions for collaborative learners. In this article, two studies will be reported that applied content- and interaction-oriented structuring tools in computer-mediated learning environments based on electronic bulletin boards and videoconferencing technologies. In each study the factors "content-oriented structuring tool" and "interaction-oriented structuring tool" have been independently varied in a 2X2-factorial design. Results show that interaction-oriented structuring tools substantially foster the processes of collaborative knowledge construction as well as learning outcomes. The content-oriented structuring tools facilitate the processes of collaborative knowledge construction, but have no or negative effects on learning outcome. The findings will be discussed against the background of recent literatGemeinsame Wissenskonstruktion in computervermittelten Lernumgebungen birgt Schwierigkeiten in Bezug darauf, welche Aufgaben Lernende bearbeiten und wie sie dabei miteinander interagieren. Lernende, die gemeinsam Wissen in computervermittelten Lernumgebungen konstruieren, nehmen z. B. manchmal nicht aktiv an der Bearbeitung von Lernaufgaben teil oder beschäftigen sich mit inhaltsfremden Themen. Computervermittelte Lernumgebungen können mit Hilfe sozio-kognitiver Strukturierungswerkzeuge unterstützt werden, die die Lerninhalte vorstrukturieren und den Lernenden spezifische Interaktionen nahe legen. In diesem Beitrag werden zwei Studien berichtet, die inhalts- und interaktionsbezogene Strukturierungswerkzeuge in computervermittelten Lernumgebungen, die auf web-basierten Diskussionsforen und Videokonferenz-Technologien beruhen, zum Einsatz gebracht und analysiert haben. In jeder der Studien wurden die Faktoren "inhaltsbezogenes Strukturierungswerkzeug" und "interaktionsbezogenes Strukturierungswerkzeug" unabhängig voneinander in einem 2X2-Design variiert. Die Ergebnisse zeigen, dass interaktionsbezogene Strukturierungswerkzeuge die Prozesse sowie die Ergebnisse gemeinsamer Wissenskonstruktion substanziell fördern können. Die inhaltsbezogenen Strukturierungswerkzeuge unterstützen die Prozesse gemeinsamer Wissenskonstruktion, zeitigen aber keine oder negative Effekte auf die Lernergebnisse. Die Befunde werden vor dem Hintergrund aktueller theoretischer Ansätze diskut

Computer-mediated knowledge communication

New communication technologies enable an array of new working and learning scenarios in which knowledge is being communicated. This article deals with the question to what extent these technologies can impede or facilitate knowledge communication. First, the various computer-based communication technologies will be classified. Second, effects of the medium on knowledge communication will be discussed based on results of studies of the current special priority program "Net-based Knowledge Communication in Groups". Third and last, computer-based possibilities to facilitate computer-mediated knowledge communication will be reviewNeue Kommunikationstechnologien ermöglichen eine Reihe neuer Arbeits- und Lernszenarien in denen Wissen kommuniziert wird. Dieser Beitrag beschäftigt sich damit, inwiefern diese Technologien Wissenskommunikation einschränken oder fördern können. Dazu werden in einem ersten Schritt die verschiedenen computerbasierten Kommunikationstechnologien untergliedert. In einem zweiten Schritt werden Wirkungen des Mediums auf die Wissenskommunikation diskutiert. Dazu werden u. a. die Ergebnisse von Studien des aktuellen Forschungsschwerpunkts "Netzbasierte Wissenskommunikation in Gruppen" berichtet. In einem dritten und letzten Schritt werden computerbasierte Möglichkeiten zusammengefasst, computervermittelte Wissenskommunikation zu förd

Designing for interaction

At present, the design of computer-supported group-based learning (CS)GBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as ‘cooperative learning’ and ‘collaborative learning’. Critical review reveals these concepts as insufficiently substantial to serve as a basis for (CS)GBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing (CS)GBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to (CS)GBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster (CS)GBL design that focuses on the heart of the matter: interaction

Cyberpsychology and Human Factors

The online environment has become a significant focus of the everyday behaviour and activities of individuals and organisations in contemporary society. The increasing mediation of communication has led to concerns about the potential risks and associated negative experiences which can occur to users, particularly children and young people. This is related to the emergence of the online environment as a location for criminal and abusive behaviour (e.g., harassment, sexual exploitation, fraud, hacking, malware). One of the key aspects of understanding online victimisation and engagement in criminal behaviours is the characteristics of online communication that are related to the affordances of the technologies, services and applications which constitute digital environments. The aim of this paper is to examine the influence of these characteristics on individual and group behaviour, as well as the associated opportunities for victimisation and criminal behaviour. These issues are of relevance for those involved in the design and implementation of technologies and services, as the ability to assess their potential use in this way can enhance strategies for improving the security of systems and users. It can also inform educational strategies for increasing user understanding of potential informational, privacy and personal risks, and associated steps to improve their security and privacy. Each of the main characteristics of mediated communication is examined, as well as their potential impact on individual and group behaviour, and associated opportunities for victimisation and offending. The article ends by considering the importance of recognising these issues when designing and implementing new technologies, services and applications

Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

Learning and interaction in groups with computers: when do ability and gender matter?

In the research reported in this paper, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9-12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned

Fostering shared knowledge with active graphical representation in different collaboration scenarios

This study investigated how two types of graphical representation tools influence the way in which learners use shared and unshared knowledge resources in two different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. Moreover, the relation between the use of knowledge resources, representation, and the transfer of shared knowledge was analyzed. The type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (video conferencing vs. face-to-face) were varied. 64 university students participated. Results show that the learning partners converged in their profiles of resource use. With the content-specific graphical representation, learners used more appropriate knowledge resources. Learners in the computer-mediated scenarios showed a greater bandwidth in their profiles of resource use. A relation between discourse and outcomes could be shown for the transfer but not for the knowledge representation aspectIn dieser Studie werden die Wirkungen von verschiedenen Arten graphischer Repräsentation auf die Nutzung geteilter und ungeteilter Wissensressourcen in zwei verschiedenen Kooperationsszenarien untersucht. Des Weiteren wird analysiert, wie Lernende geteiltes und ungeteiltes Wissen unter diesen verschiedenen Bedingungen repräsentieren und transferieren. Schließlich wird die Beziehung zwischen der Nutzung von Wissensressourcen auf der einen Seite sowie der Repräsentation und dem Transfer geteilten Wissens auf der anderen Seite geprüft. Mit der Art der graphischen Repräsentation (inhaltsspezifisch vs. inhaltsunspezifisch) und dem Kooperationsszenario (Videokonferenz vs. face-to-face) werden zwei Faktoren experimentell variiert. 64 Studierende nahmen an der Studie teil. Ergebnisse zeigen, dass die Lernpartner in ihren Profilen der Ressourcennutzung konvergierten. Lernende, die durch die inhaltsspezifische graphische Repräsentation unterstützt wurden, verwendeten angemessenere Wissensressourcen. Lernende in den computervermittelten Szenarien weisen eine größere Bandbreite in ihren Profilen der Ressourcennutzung auf. Eine direkte Wirkung vom Diskurs der Lernenden auf die Entwicklung geteilten Wissens konnte für den Transfer, aber nicht für die Wissensrepräsentation gezeigt werde