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How a semantic diagram tool influences transaction costs during collaborative problem solving.

A semantic diagram tool is proposed in this study in order to structure collaborative problem solving (CPS) based on cognitive load theory (CLT). To investigate its effects on transaction cost and the deepening of user understandings, a comparative quasi‐experiment was designed and conducted with 49...

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Published in:Journal of Computer Assisted Learning Vol. 35; no. 1; pp. 23 - 34
Main Authors: Gu, Xiaoqing, Cai, Huiying
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Feb2019
Online Access:View this record in EBSCOhost
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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      dt: Feb2019
      vid: 35
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      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        134200908
        134200908
        134200908
        10.1111/jcal.12307
        134200908
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        atl: How a semantic diagram tool influences transaction costs during collaborative problem solving.
      aug:
        au:
          Gu, Xiaoqing
          Cai, Huiying
        affil: Educational Information Technology, East China Normal University, Shanghai China
      sug:
        subj:
          Problem Solving Evaluation
          Cognition
          Learning Theory
          Semantics Utilization
          Discourse Analysis
          Human
          China
          Students, Undergraduate
          Clinical Assessment Tools
          Learning Methods Evaluation
          Task Performance and Analysis
          Technology Utilization
          Communication Evaluation
          Pretest-Posttest Design
          Questionnaires
          Descriptive Statistics
      ab: A semantic diagram tool is proposed in this study in order to structure collaborative problem solving (CPS) based on cognitive load theory (CLT). To investigate its effects on transaction cost and the deepening of user understandings, a comparative quasi‐experiment was designed and conducted with 49 participants from a university in East China. Analysis of group dialogic acts and self‐reported cognitive load showed that a semantic diagram tool can decrease transaction costs during CPS. It can thereby help collaborators invest less effort into those procedural conversations that are necessary for managing social interaction but which do not directly contribute to deepening collaborative learning in the task domain. Data analysis of pretested and posttested domain understanding suggested that learners achieved a greater depth of understanding after CPS supported by the semantic diagram tool. These findings are interpreted in terms of CLT. A semantic diagram tool can release the learner's limited working memory from procedural conversation, creating more working memory capacity for deepening problem understanding. Therefore, this study demonstrates one means whereby a semantic diagram tool functions as a promising technological support to structure CPS. Lay Description: What is already known about this topic: Group coordination and communication are conducted with a cost, which may impede learning.From the point of cognitive load theory, deep learning would occur when extraneous cognitive load is reduced to its minimal in the learning context.External representations have a positive effect on the cognitive and social dimensions of learning.What this paper adds: Semantic diagram tools can decrease transaction costs during collaborative problem solving (CPS) learning process.Semantic diagram tools can deepen student understanding during CPS.Implications for practice and/or policy: Semantic diagram tools with conceptual and sociocognitive support of CPS are a promising way to stimulate deep learning.The combination of CLT and sociocultural theory is a promising way to deepen our general theoretical understanding of social interactions.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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