Unveiling the Relationship Between Undergraduate Students' Emergent Roles and Learning Performance in Collaborative Argumentation‐Based Learning: Insights From Sequence Clustering and Entropy Analysis.
Background: Roles are the socio‐cognitive interaction patterns in social learning. Analyzing emergent roles provides insights into how students naturally participate and contribute knowledge in productive collaborative argumentation‐based learning (CABLE). However, previous studies lack a comprehens...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 1; pp. 1 - 17 |
|---|---|
| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2026
|
| 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=191181625&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191181625 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2026 vid: 42 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 191181625 191181625 191181625 10.1002/jcal.70173 191181625 ppf: 1 ppct: 16 formats: tig: atl: Unveiling the Relationship Between Undergraduate Students' Emergent Roles and Learning Performance in Collaborative Argumentation‐Based Learning: Insights From Sequence Clustering and Entropy Analysis. aug: au: Liu, Qingtang Chang, Yubei Li, Xiaojuan Zheng, Xinxin affil: Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China sug: subj: Students, Undergraduate Student Role Academic Performance Learning Methods Collaboration Human Colleges and Universities China China Female Male Educational Technology Content Analysis Descriptive Statistics Unpaired T-Tests Data Analysis Software Funding Source Cluster Analysis Female Male ab: Background: Roles are the socio‐cognitive interaction patterns in social learning. Analyzing emergent roles provides insights into how students naturally participate and contribute knowledge in productive collaborative argumentation‐based learning (CABLE). However, previous studies lack a comprehensive and in‐depth understanding of the emergent roles in CABLE. In addition, the relationship between the emergent roles and the CABLE performance of groups and individuals needs to be further explored. Objectives: This study aims to identify emergent roles in CABLE and explore the relationship between the dynamic fluctuation of emergent roles and learning performance from both individual and group perspectives. Methods: To fill this gap, a collaborative argumentation discussion activity was conducted among 33 undergraduate students. The study analyzed the fine‐grained collaborative discourse moves based on the community of inquiry (CoI) framework. Then, the study identified emergent roles and quantified the dynamic fluctuation of emergent roles through sequence clustering and entropy analysis. Finally, the relationship between the emergent roles and the CABLE performance of groups and individuals was explored. Results and Conclusions: The findings revealed that students emerged as Discussion facilitators, Viewpoint contributors, and Knowledge integrators during CABLE. Students with high argumentation skills had significantly higher role entropy values than students with low argumentation skills, and they flexibly regulated and transitioned their emergent roles. Furthermore, the higher the dynamic fluctuation of group emergent roles, the better the group learning performance tended to be. Based on the findings, the study proposed implications for instructional design and future research directions to optimize students' CABLE. Lay Description: What is already known about this topic ○Roles are used to define the functions and responsibilities that guide students' behaviours and regulate group interactions.○Existing studies have used roles as collaborative scripts to support students in high‐quality collaborative learning.○Collaborative argumentation‐based learning (CABLE) is a dynamic, self‐organising process where participants share ideas, socially regulate and adjust tasks during CABLE, spontaneously generating various emergent roles.○Previous studies have attempted to explain the multi‐level dynamic characteristics of emergent roles and explored the relationship between emergent roles and group performance.What this paper adds ○The study identified emergent roles and quantified the dynamic fluctuation of emergent roles through sequence clustering and entropy analysis.○Students emerged as discussion facilitators, viewpoint contributors and knowledge integrators during CABLE.○Students with high argumentation skills had significantly higher role entropy values than students with low argumentation skills.○Students with high argumentation skills flexibly regulated and transitioned their emergent roles.○The higher the dynamic fluctuation of group emergent roles, the better the group learning performance tended to be.Implications for practice and/or policy ○Analysing students' emergent roles through the perspectives of temporal dynamics and process‐oriented approaches can help teachers monitor students' contributions, identify low cognitive engagement students in CABLE, and provide timely feedback.○By exploring the relationship between the dynamic fluctuation of emergent roles and learning performance, instructors can gain meaningful insights for designing and implementing CABLE activities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|