This study investigates the effects of metacognitive and cognitive strategies for computational thinking (CT) on managing cognitive load and enhancing problem-solving skills in collaborative programming. Four different scaffolding conditions were provided to help learners optimize cognitive load and improve their problem-solving abilities. A total…

Inquiry-based learning (IBL) represents a dynamic pedagogical approach in science education, driven by a foundation of deep theoretical constructs. This paper meticulously examines the cornerstone theoretical underpinnings of IBL, centering on constructivism, situated cognition, and cognitive load theories. Constructivism, epitomized by Piaget's…

Task complexity emerges as one of the factors affecting the computer-supported collaborative learning (CSCL) process, group dynamics, and processes. Upon reviewing the literature, it becomes apparent that there are conflicting results regarding the impact of escalating task complexity on group dynamics and collaboration processes. The lack of…

Learning engagement has gained increasing attention in the field of education. Previous studies have adopted conventional methods to analyze learning engagement, but these methods cannot provide timely feedback for learners. This study analyzed automated group learning engagement via deep neural network models in a computer-supported collaborative…

Videos are an increasingly popular medium for supporting learning in various educational settings. Nowadays, newly designed video-based environments contain enhanced tools that allow for specific interactions with video materials (such as adding annotations and hyperlinks) which may well support generative learning and conceptual understanding.…

Research suggests that collaborative learning may enhance the benefits to learners when solving cognitively demanding tasks. However, there are concerns about how students with different achievement and engagement levels perceive these benefits. This study examines how students with varying achievement and engagement levels respond to…

Statistics for psychology is a challenging aspect of undergraduate psychology courses but poorly understood in experiential terms. Accordingly, we drew on Brookfield's 'four lenses for critical reflection' to acquire insights from first year psychology undergraduate free text survey responses (learner lens), and psychology educator survey free…

Background: Collaborative reading can facilitate students' understanding of complex learning materials. High-quality annotations provided by peer learners are essential for successful collaborative reading. However, it remains to be understood how annotation quality affects reading comprehension. Objectives: A simulated collaborative reading…

This study examines how task instruction and task appraisals predict engagement and disaffection in classroom moments. We assessed 2,560 momentary survey responses from 124 Finnish 7th grade students using a within-person analytical approach. The results showed that students were more engaged during active instruction and when they had choice in…

Background: Socially shared regulation is a vital factor that affects students' collaborative programming performance. However, students' weak group metacognitive skills or inability to adopt shared regulation mechanisms lead to unsatisfactory collaborative programming learning. Objectives: This study proposes an approach to support socially…

Background: Online collaborative learning has been widely adopted in the field of education. However, learners often find it difficult to engage in collaboratively building knowledge and jointly regulating online collaborative learning. Objectives: The study compared the impacts of the three learning approaches on collaborative knowledge building,…

Collaborative learning is a common teaching technique, posited to align with a constructivist approach to teaching and learning. This qualitative descriptive study explores how, if at all, faculty implementation and discussion of collaborative learning shows evidence of it as a constructivist practice. Nineteen faculty at a large public…

Online collaborative learning (OCL) has been a mainstream pedagogy in the field of higher education. However, learners often produce off-topic information and engage less during online collaborative learning compared to other approaches. In addition, learners often cannot converge in knowledge, and they often do not know how to coregulate with…

In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently.…

During collaborative small group problem-solving, a group member with a minority perspective has a notable influence on the majority's perspective. However, the type of interactions with such a member could influence a stalemate, and the relationships between internal and task conflicts and the convergence process remain unclear. This study…