Exploring the Utility of Social-Network-Derived Collaborative Opportunity Temperature Readings for Informing Design and Research of Large-Group Immersive Learning Environments
Exploring the Utility of Social-Network-Derived Collaborative Opportunity Temperature Readings for Informing Design and Research of Large-Group Immersive Learning Environments
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DOI：
10.18608/jla.2022.7419
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发表时间：
2022-03
期刊：
影响因子：
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通讯作者：
Aditi Mallavarapu;L. Lyons;S. Uzzo
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作者：
Aditi Mallavarapu;L. Lyons;S. Uzzo
大群体（n > 8）共处协作尚未得到充分的研究，因为它需要不同的概念框架比那些用来研究小群体协作，同时也提出了务实的数据收集的限制。在这些务实的限制工作，我们使用视频数据来设计一个指标，目前的可能性，学习者合作在大组共处互动。我们借用概念化从化学和社会网络分析，以构建协作机会网络，使我们能够定义的概念的协作机会温度（COT）读数：一个“快照”的当前配置的不同的社会子群结构在一个大的组，表示紧急的合作机会（通过谈话或共享的行动），由于接近。使用的两组人（n = 11，n = 12）谁与多用户博物馆展览互动的案例研究，我们概述了衍生COT的过程。我们展示了如何快速检测可能来自教育干预的亚组配置差异，以及COT如何在更精确的分析过程中与其他形式的数据（音频转录和活动日志）进行三角测量和补充。我们还概述了COT阅读如何可以用来提供形成性反馈的社会参与学习者，并适应其他学习环境。
Large-group (n > 8) co-located collaboration has not been adequately studied because it demands different conceptual framings than those used to study small-group collaboration, while also posing pragmatic constraints on data collection. Working within these pragmatic constraints, we use video data to devise an indicator of the current possibilities for learner collaboration during large-group co-located interactions. We borrow conceptualizations from proxemics and social network analysis to construct collaborative opportunity networks, allowing us to define the concept of collaborative opportunity temperature (COT) readings: a “snapshot” of the current configuration of the different social subgroup structures within a large group, indicating emergent opportunities for collaboration (via talk or shared action) due to proximity. Using a case study of two groups of people (n = 11, n = 12) who interacted with a multi-user museum exhibit, we outline the processes of deriving COT. We show how to quickly detect differences in subgroup configurations that may result from educational interventions and how COT can triangulate with and complement other forms of data (audio transcripts and activity logs) during lengthier analyses. We also outline how COT readings can be used to supply formative feedback on social engagement to learners and be adapted to other learning environments.