Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task.
Background: The necessity of supporting socially shared regulation of learning (SSRL) for learners is widely acknowledged as a crucial element for successful collaborative learning (CL). However, inherent challenges are presented for the observation, study, and support of SSRL. Non‐verbal behaviours...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 5; pp. 2226 - 2248 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181038793&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181038793 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2024 vid: 40 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 181038793 177592295 181038793 181038793 10.1111/jcal.13022 181038793 ppf: 2226 ppct: 22 formats: tig: atl: Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task. aug: au: Whitehead, Ridwan Nguyen, Andy Järvelä, Sanna affil: Learning and Educational Technology Research Lab (LET Lab), Faculty of Education and Psychology, University of Oulu, Oulu, Finland sug: subj: Collaboration Learning Methods Group Processes Social Behavior Eye Movements Students, High School Psychosocial Factors Task Performance and Analysis Human Funding Source Male Female Descriptive Statistics Self-Directed Learning Qualitative Studies Emotions Cognition Problem Solving Wilcoxon Rank Sum Test Chi Square Test Male Female ab: Background: The necessity of supporting socially shared regulation of learning (SSRL) for learners is widely acknowledged as a crucial element for successful collaborative learning (CL). However, inherent challenges are presented for the observation, study, and support of SSRL. Non‐verbal behaviours have been identified as a potentially rich resource for understanding learner interactions within CL. Yet, the exploration of its impact on SSRL remains largely unexplored. Objective: The present study aims to explore how gaze behaviour, as a non‐verbal behaviour, relates to verbal interactions that characterise SSRL in CL. Methods: Twenty‐seven Finnish secondary school students were given a 30‐min group task of creating a breakfast smoothie, in which trigger events were integrated to examine possible interactions that characterise SSRL. In this experimental setting, data from multiple modalities were collected. For analysis, process mining was used to explore patterns of interaction, and multidimensional recurrence quantification analysis (MdRQA) was used, alongside with statistical analysis. Results and Conclusions: Our study revealed that gaze behaviour is intricately linked with SSRL interactions, suggesting a complex interplay in collaborative learning contexts. When temporally investigated, SSRL interactions varied in frequency while gaze behaviour remained constant. Moreover, the recurrence of gaze and SSRL interactions did not vary due to trigger events, confirming an established collaborative pattern. Implications: This study advances the field by extending research on SSRL by introducing a 'non‐verbal perspective'. This perspective enriches our understanding of collaborative learning environments by revealing hidden interaction patterns and guiding the development of more responsive and adaptive digital learning tools. Lay Description: What is currently known?: Socially shared regulation of learning (SSRL) is crucial for successful learning to occur in collaborative learning (CL).SSRL is inherently difficult to observe, study, and support.Non‐verbal behaviours have been found to tell a lot about how learners interact in CL context.SSRL related interactions have not been examined in relation to non‐verbal behaviours, which might tell more about learners in CL. What does this paper add?: Using process mining, our study explored how gaze behaviour (i.e., looking at each other, laptop, or other) can signal certain interactions that characterise SSRL.The frequency of gaze behaviour remains consistent throughout trigger events, moments that require learners to adapt to challenges, while verbal interactions varied.Recurrence patterns of learners remains consistent throughout trigger events, indicating established patterns throughout CL. Implications for practice?: CL is a complex process which involves several intersections of verbal and nonverbal channels as learners interact with one another.By considering gaze behaviour, stakeholders in education can understand better where support is needed.Using multimodal and multichannel approaches can provide more detail into the interactions between learners in CL. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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