Making the Invisible Visible: Exploring Joint Attention Behaviour in Remote Collaborative Problem‐Solving.
Background: Collaborative problem‐solving (CPS), encompassing social and cognitive domains, is recognised as a critical competency for current and future learners. While the cognitive domain, rooted in individual problem‐solving, is relatively well understood, the social domain, manifested through s...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 19 |
|---|---|
| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
|
| 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=186918264&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918264 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918264 186918264 186918264 10.1111/jcal.70068 186918264 ppf: 1 ppct: 18 formats: tig: atl: Making the Invisible Visible: Exploring Joint Attention Behaviour in Remote Collaborative Problem‐Solving. aug: au: Pöysä‐Tarhonen, Johanna Li, Shupin Hautala, Jarkko Awwal, Nafisa Häkkinen, Päivi affil: Finnish Institute for Educational Research, University of Jyvaskyla, Jyväskylä, Finland sug: subj: Attention Collaboration Problem Solving Cooperative Behavior Interpersonal Relations Eye Movement Measurements Human Exploratory Research Funding Source Students Schools Finland Communication Child Adolescence Thinking Multimethod Studies Finland Task Performance and Analysis Eye Movements Descriptive Statistics Data Analysis Software Child: 6-12 years Adolescent: 13-18 years ab: Background: Collaborative problem‐solving (CPS), encompassing social and cognitive domains, is recognised as a critical competency for current and future learners. While the cognitive domain, rooted in individual problem‐solving, is relatively well understood, the social domain, manifested through social interaction, remains a challenge, especially in remote settings. Objectives: This study explored the complex social domain of CPS through theoretical and empirical understanding of joint attention (JA) behaviour. JA was conceptualised as a continuum of attentional levels, from lower (monitoring and common) to higher levels (mutual and shared). While gaze alignment was considered foundational to JA, capturing higher attentional levels, crucial for productive CPS, required extending the focus to communication over the shared objects of attention—were they external (e.g., events) or internal (e.g., thoughts). Methods: Dual eye‐tracking data from 12 dyads (aged 12–13) engaged in remote CPS were first analysed for the strength of eye‐gaze coupling, used as a proxy for lower JA levels and a potential indicator of higher levels. This was followed by qualitative analysis of interaction (logfiles, eye‐event videos) in three dyads with strong eye‐gaze coupling, to examine how these measures related to actualised JA. Results and Conclusions: The results highlighted the relevance of JA in understanding the social domain of CPS, even in remote settings. Informed by quantitative measures, the qualitative analysis revealed dyadic behaviour linked to higher JA levels. Overall, the findings provide preliminary insights into how JA relates to productive CPS, offering a groundwork for further research on supporting learners to "improve collectively". pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|