TY - JOUR
T1 - Improving collaborative problem-solving skills via automated feedback and scaffolding
T2 - a quasi-experimental study with CPSCoach 2.0
AU - D’Mello, Sidney K.
AU - Duran, Nicholas
AU - Michaels, Amanda
AU - Stewart, Angela E.B.
N1 - Publisher Copyright:
© The Author(s), under exclusive licence to Springer Nature B.V. 2024.
PY - 2024
Y1 - 2024
N2 - We present CPSCoach 2.0, an automated system that provides feedback, instructional scaffolding, and practice to help individuals improve three collaborative problem-solving (CPS) skills drawn from a theoretical CPS framework: construction of shared knowledge, negotiation/coordination, and maintaining team function. CPSCoach 2.0 was developed and tested in the context of computer-mediated collaboration (video conferencing) with an educational game. It automatically analyzes users’ speech during a round of collaborative gameplay to provide personalized feedback and to select a target CPS skill for improvement. After multiple cycles of iterative testing and refinement, we tested CPSCoach 2.0 in a user study where 21 dyads (n = 42) completed four rounds of feedback and scaffolding embedded within five rounds of game-play in a single session. Using a quasi-experimental matching procedure, we found that the use of CPSCoach 2.0 was associated with improvement in CPS skill development compared to matched controls. Further, users found the automated feedback to be moderately accurate and had positive perceptions of the system, and these impressions were stronger for those who received higher scores overall. Results demonstrate the use of automated feedback and instructional scaffolds to support the development of CPS skills.
AB - We present CPSCoach 2.0, an automated system that provides feedback, instructional scaffolding, and practice to help individuals improve three collaborative problem-solving (CPS) skills drawn from a theoretical CPS framework: construction of shared knowledge, negotiation/coordination, and maintaining team function. CPSCoach 2.0 was developed and tested in the context of computer-mediated collaboration (video conferencing) with an educational game. It automatically analyzes users’ speech during a round of collaborative gameplay to provide personalized feedback and to select a target CPS skill for improvement. After multiple cycles of iterative testing and refinement, we tested CPSCoach 2.0 in a user study where 21 dyads (n = 42) completed four rounds of feedback and scaffolding embedded within five rounds of game-play in a single session. Using a quasi-experimental matching procedure, we found that the use of CPSCoach 2.0 was associated with improvement in CPS skill development compared to matched controls. Further, users found the automated feedback to be moderately accurate and had positive perceptions of the system, and these impressions were stronger for those who received higher scores overall. Results demonstrate the use of automated feedback and instructional scaffolds to support the development of CPS skills.
KW - Automated feedback
KW - Collaborative problem-solving
KW - Computer-supported collaborative work
KW - Educational technology
KW - User study
UR - http://www.scopus.com/inward/record.url?scp=85185126508&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85185126508&partnerID=8YFLogxK
U2 - 10.1007/s11257-023-09387-6
DO - 10.1007/s11257-023-09387-6
M3 - Article
AN - SCOPUS:85185126508
SN - 0924-1868
JO - User Modeling and User-Adapted Interaction
JF - User Modeling and User-Adapted Interaction
ER -