Pub Date : 2023-10-03DOI: 10.22318/cscl2023.311167
Ekta Shokeen, Amber Simpson, Nihal Katirci, Caro Williams-Pierce
{"title":"Youth Embodied Communication and Collaboration in Making","authors":"Ekta Shokeen, Amber Simpson, Nihal Katirci, Caro Williams-Pierce","doi":"10.22318/cscl2023.311167","DOIUrl":"https://doi.org/10.22318/cscl2023.311167","url":null,"abstract":"","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.22318/cscl2023.149514
Xinran Zhu, Bodong Chen
{"title":"Understanding Idea Creation in Collaborative Discourse Through Networks: The Joint Attention–Interaction–Creation (AIC) Framework","authors":"Xinran Zhu, Bodong Chen","doi":"10.22318/cscl2023.149514","DOIUrl":"https://doi.org/10.22318/cscl2023.149514","url":null,"abstract":"","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.22318/cscl2023.719530
Marie Guillon, Gaëlle Molinari
{"title":"A Group Awareness Tool for Self-Assessment and Visualization of Participation: Its Effect on the Regulation of Unequal Participation","authors":"Marie Guillon, Gaëlle Molinari","doi":"10.22318/cscl2023.719530","DOIUrl":"https://doi.org/10.22318/cscl2023.719530","url":null,"abstract":"","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.22318/cscl2023.791972
Cristina Villa-Torrano, Rosanna Vitiello, Jiaxin Shi, Carolyn P. Rosé, Juan I. Αsensio-Pérez, Yannis Dimitriadis, Eduardo Gómez-Sánchez, Miguel Bote-Lorenzo
{"title":"Towards Visible Socially-Shared Regulation of Learning: Exploring the Role of Learning Design","authors":"Cristina Villa-Torrano, Rosanna Vitiello, Jiaxin Shi, Carolyn P. Rosé, Juan I. Αsensio-Pérez, Yannis Dimitriadis, Eduardo Gómez-Sánchez, Miguel Bote-Lorenzo","doi":"10.22318/cscl2023.791972","DOIUrl":"https://doi.org/10.22318/cscl2023.791972","url":null,"abstract":"","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135789352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.22318/cscl2023.471816
Liru Hu, Gaowei Chen, Jiajun Wu
{"title":"Exploring the Trajectory of Learning and Using Productive Peer Talk Moves","authors":"Liru Hu, Gaowei Chen, Jiajun Wu","doi":"10.22318/cscl2023.471816","DOIUrl":"https://doi.org/10.22318/cscl2023.471816","url":null,"abstract":"","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.22318/cscl2023.105956
Bahar Shahrokhian, Kurt VanLehn
{"title":"Tracking the Teacher in the Classroom, a Case Study","authors":"Bahar Shahrokhian, Kurt VanLehn","doi":"10.22318/cscl2023.105956","DOIUrl":"https://doi.org/10.22318/cscl2023.105956","url":null,"abstract":"","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.22318/cscl2023.465996
Anna C. M. Queiroz, Eileen McGivney, Sunny X. Liu, Courtney Anderson, Brian Beams, Cyan DeVeaux, Kai Frazier, Eugy Han, Mark Roman Miller, Xander S. Peterson, Erika S. Woolsey, Jeffrey T. Hancock, Jeremy N. Bailenson
: Advances in immersive virtual reality (IVR) are creating more computer-supported collaborative learning environments, but there is little research explicating how collaboration in IVR impacts learning. We ran a quasi-experimental study with 80 participants targeting ocean literacy learning, varying the manner in which participants interacted in IVR to investigate how the design of collaborative IVR experiences influences learning. Results are discussed through the lens of collaborative cognitive learning theory. Participants that collaborated to actively build a new environment in IVR scored higher for learning than participants who only watched an instructional guide’s avatar, or participants who watched the guide’s avatar and subsequently discussed what they learned while in IVR. Moreover, feeling negative emotions, feeling active in the environment, and feeling bonded to the group members negatively correlated with learning. Results shed light on the mechanisms behind how collaborative tasks in IVR can support learning.
{"title":"Collaborative Tasks in Immersive Virtual Reality Increase Learning","authors":"Anna C. M. Queiroz, Eileen McGivney, Sunny X. Liu, Courtney Anderson, Brian Beams, Cyan DeVeaux, Kai Frazier, Eugy Han, Mark Roman Miller, Xander S. Peterson, Erika S. Woolsey, Jeffrey T. Hancock, Jeremy N. Bailenson","doi":"10.22318/cscl2023.465996","DOIUrl":"https://doi.org/10.22318/cscl2023.465996","url":null,"abstract":": Advances in immersive virtual reality (IVR) are creating more computer-supported collaborative learning environments, but there is little research explicating how collaboration in IVR impacts learning. We ran a quasi-experimental study with 80 participants targeting ocean literacy learning, varying the manner in which participants interacted in IVR to investigate how the design of collaborative IVR experiences influences learning. Results are discussed through the lens of collaborative cognitive learning theory. Participants that collaborated to actively build a new environment in IVR scored higher for learning than participants who only watched an instructional guide’s avatar, or participants who watched the guide’s avatar and subsequently discussed what they learned while in IVR. Moreover, feeling negative emotions, feeling active in the environment, and feeling bonded to the group members negatively correlated with learning. Results shed light on the mechanisms behind how collaborative tasks in IVR can support learning.","PeriodicalId":47189,"journal":{"name":"International Journal of Computer-Supported Collaborative Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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