Analysing collaborative problem-solving from students' physical interactions

Abstract

Collaborative problem-solving (CPS) is a fundamental skill for success in modern societies, and part of the most common constructivist teaching approaches. However, its effective implementation and evaluation are challenging for educators. Current inquiries on the identification of the observable features and processes of CPS are progressing at a pace in digital learning environments. However, still, most learning and teaching occurs in physical environments. In my current research, I investigate differences in student behaviours when groups of students are solving problems collaboratively in face-to-face, practice-based learning (PBL) environments in high school and universities. My data is often based on students’ hand position and head direction, which can be automated deploying existing learning analytics systems. Using nonverbal indexes of students’ physical interactivity in PBL, I try to interpret the key parameters of CPS including synchrony, equality, individual accountability, and intra-individual variability. The ultimate aim of my research is to be able to continuously evaluate and support students’ collaborative learning during their engagement with constructivist pedagogies