Towards a generalized competency model of collaborative problem solving
Towards a generalized competency model of collaborative problem solving
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DOI：
10.1016/j.compedu.2019.103672
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发表时间：
2020-01
期刊：
影响因子：
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通讯作者：
Chen Sun;V. Shute;Angela E. B. Stewart;Jade Yonehiro;Nicholas D. Duran;S. D’Mello
中科院分区：
文献类型：
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作者：
Chen Sun;V. Shute;Angela E. B. Stewart;Jade Yonehiro;Nicholas D. Duran;S. D’Mello
协作问题解决(CPS)是21世纪的一项基本技能。有必要建立一个适当的框架，并将其付诸实施，以指导其跨多个领域的评估和支持。因此，我们综合前人对CPS的研究，构建了一个广义的CPS胜任力模型(即技能和能力)，该模型包括以下几个核心方面：构建共享知识、协商/协调和维护团队功能。每个方面都有两个子方面，而这两个方面又有多个语言和非语言指标。我们在两个涉及三个CP的实证研究中验证了我们的模型，但在非常不同的情境下--中学生在3小时的面对面对话中玩教育游戏，而大学生通过视频会议参与20 分钟的视觉编程任务。我们使用主成分分析来调查经验数据是否与我们的理论模型一致。相关分析提供了各方面的正交性及其对个体先验知识、智力和个性差异的独立性的证据，回归分析表明，各方面预测了控制几个协变量的主观和客观结果测量。因此，我们通过使用两种不同的CPS背景和学生群体，为我们的模型的收敛、判别和预测有效性提供了初步证据。这显示了在各种人与人的CPS交互环境中推广的前景。
Collaborative problem solving (CPS) is an essential skill in the 21st century. There is a need for an appropriate framework and operationalization of CPS to guide its assessment and support and across multiple domains. Accordingly, we synthesized prior research on CPS to construct a generalized CPS competency model (i.e., skills and abilities) consisting of the following core facets: constructing shared knowledge, negotiation/coordination, and maintaining team function. Each facet has two sub-facets, which in turn, have multiple verbal and nonverbal indicators. We validated our model in two empirical studies involving triadic CPS, but in very different contexts – middle-school students playing an educational game in a 3-h, face-to-face session vs. college students engaging in a visual programming task for 20 min via videoconferencing. We used principal component analysis to investigate whether the empirical data aligned with our theorized model. Correlational analyses provided evidence on the orthogonality of the facets and their independence to individual differences in prior knowledge, intelligence and personality and regression analyses indicated that the facets predicted both subjective and objective outcome measures controlling for several covariates. Thus we provide initial evidence for the convergent, discriminant, and predictive validity of our model by using two different CPS contexts and student populations. This shows promise towards generalizing across various human-human CPS interactive environments.