Collaborative Research: Fostering Collaborative Computer Science Learning with Intelligent Virtual Companions for Upper Elementary Students

协作研究：通过智能虚拟同伴促进高年级小学生的计算机科学协作学习

• 批准号: 1721000
• 负责人: Eric Wiebe
• 金额: $ 139.91万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1721000&HistoricalAwards=false
• 关键词: Collaborative; Research; Fostering; Computer; Science

There is growing recognition that children can, and should, learn computer science. One of the central tenets of computer science is that it is a collaborative discipline, yet children do not start out with an intrinsic ability to collaborate. The project will provide the opportunity for upper elementary students to learn computer science and build strong collaboration practices. Leveraging the promise of virtual learning companions, the project will address three thrusts. First, the project will collect datasets of collaborative learning for computer science in diverse upper elementary school classrooms. Second, the project will design, develop, and iteratively refine its intelligent virtual learning companions, which support dyads of students in a scaffolded computer science learning environment with an interactive online coding tool. Third, the project will generate research findings and evidence about how children collaborate in computer science learning, and how best to support their collaboration with intelligent virtual learning companions. There will be three families of deliverables: learning activities and professional development, an intelligent learning environment with virtual learning companions, and research evidence that furthers the state of scholarship and practice surrounding the collaborative learning of computer science. The project will situate itself in highly diverse elementary schools in two states, Durham County, North Carolina and Alachua County, Florida. This project is supported by the Discovery Research PreK-12 program, which funds research and development of STEM innovations and approaches. The project addresses the research question, "How can we support upper elementary-school students in computer science learning and collaboration using intelligent virtual learning companions?" The initial dataset will provide a ground-truth measure of students' collaboration approaches to classroom computer science learning tasks through instrumenting computer labs in elementary schools for collecting dialogue and problem-solving activity. The project will collect triangulating qualitative data to better understand impactful classroom dynamics around dyadic learning of computer science. The technical innovation of the project is the way in which student dyads are supported: each pair of children within the elementary school classroom will interact with a dyad of state of-the-art intelligent virtual learning companions. These companions will enhance the classroom experience by adapting in real time to the students' patterns of collaboration and problem solving to provide tailored support specifically for that pair of students. The virtual learning companions will model crucial dimensions of healthy collaboration through their dialogue with one another, including self-explanation, question generation, attributing challenges to the task and not to deficits in each other, and establishing common ground through uptake of ideas. The project will compare outcomes of computer science learning as measured in two ways: individual pre-test to post-test, and quality of collaboratively produced solutions. The project team will measure collaborative practices through dialogue analysis for the target collaboration strategies, as well as interest and self-efficacy for computer science. The project will utilize a multilevel model design to study the effect of the virtual learning companions on student outcomes. Using speech, dialogue transcripts, code artifact analysis, and multimodal analysis of gesture and facial expression, the team will conduct sequential analyses that identify the virtual learning companion interactions that are particularly beneficial for students, and focus our development efforts on expanding and refining those interactions. They will also identify the affordances that students did not engage with and determine whether to eliminate or re-cast them. The analytics of collaborative process data will once again be augmented with qualitative classroom data from field notes, focus groups, and semi-structured interviews with students and teachers. The themes that emerge will guide subsequent refinement of the environment and learning activities.

越来越多的人认识到，孩子们可以而且应该学习计算机科学。计算机科学的核心原则之一是，它是一个合作的学科，但孩子们并没有开始与内在的合作能力。该项目将为高年级学生提供学习计算机科学和建立强大的协作实践的机会。利用虚拟学习伙伴的承诺，该项目将解决三个问题。首先，该项目将收集不同的高年级小学教室中计算机科学协作学习的数据集。第二，该项目将设计，开发和迭代完善其智能虚拟学习伙伴，支持学生在脚手架计算机科学学习环境中使用交互式在线编码工具。第三，该项目将产生关于儿童如何在计算机科学学习中合作的研究结果和证据，以及如何最好地支持他们与智能虚拟学习伙伴的合作。将有三个家庭的交付成果：学习活动和专业发展，一个智能的学习环境与虚拟学习同伴，和研究证据，进一步的奖学金和实践的状态周围的计算机科学的协作学习。该项目将在两个州（北卡罗来纳州的达勒姆县和佛罗里达的阿拉丘亚县）的高度多样化的小学开展。该项目得到了Discovery Research PreK-12计划的支持，该计划为STEM创新和方法的研究和开发提供资金。该项目解决了研究问题，“我们如何支持高年级学生在计算机科学学习和协作使用智能虚拟学习同伴？“最初的数据集将通过在小学的计算机实验室收集对话和解决问题的活动，为学生在课堂计算机科学学习任务中的协作方法提供一个真实的衡量标准。该项目将收集三角定性数据，以更好地了解围绕计算机科学二元学习的有影响力的课堂动态。该项目的技术创新是支持学生配对的方式：小学教室内的每对孩子将与最先进的智能虚拟学习伙伴进行互动。这些同伴将通过真实的时间适应学生的协作和解决问题的模式来增强课堂体验，从而为这对学生提供量身定制的支持。虚拟学习伙伴将通过彼此对话，包括自我解释，问题生成，将挑战归因于任务而不是彼此的缺陷，以及通过吸收想法建立共同点，来模拟健康合作的关键方面。该项目将比较计算机科学学习的结果，以两种方式衡量：个人测试前到测试后，以及协作产生的解决方案的质量。项目团队将通过对话分析来衡量合作实践，以确定目标合作策略，以及对计算机科学的兴趣和自我效能。本研究将采用多层次模式设计，探讨虚拟学习伙伴对学生学习成效的影响。使用语音，对话记录，代码工件分析以及手势和面部表情的多模态分析，该团队将进行顺序分析，以确定对学生特别有益的虚拟学习同伴互动，并将我们的开发工作集中在扩展和完善这些互动上。他们还将确定学生没有参与的启示，并决定是否消除或重新铸造它们。协作过程数据的分析将再次通过来自现场笔记、焦点小组和与学生和教师的半结构化访谈的定性课堂数据来增强。出现的主题将指导随后的环境和学习活动的完善。

项目成果

Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students

协作对话和冲突类型：高年级学生结对编程互动分析

• DOI: 10.1145/3408877.3432406
• 发表时间: 2021
• 期刊: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
• 作者: Tsan, Jennifer;Vandenberg, Jessica;Zakaria, Zarifa;Boulden, Danielle C.;Lynch, Collin;Wiebe, Eric;Boyer, Kristy Elizabeth
• 通讯作者: Boyer, Kristy Elizabeth

Interaction effects of race and gender in elementary CS attitudes: A validation and cross-sectional study

种族和性别对基本 CS 态度的相互作用影响：验证和横断面研究

• DOI: 10.1016/j.ijcci.2021.100293
• 发表时间: 2021
• 期刊: International Journal of Child-Computer Interaction
• 作者: Vandenberg, Jessica;Rachmatullah, Arif;Lynch, Collin;Boyer, Kristy E.;Wiebe, Eric
• 通讯作者: Wiebe, Eric

Prompting collaborative and exploratory discourse: An epistemic network analysis study

促进协作和探索性对话：认知网络分析研究

• DOI: 10.1007/s11412-021-09349-3
• 发表时间: 2021
• 期刊: International Journal of Computer-Supported Collaborative Learning
• 影响因子: 4.3
• 作者: Vandenberg, Jessica;Zakaria, Zarifa;Tsan, Jennifer;Iwanski, Anna;Lynch, Collin;Boyer, Kristy Elizabeth;Wiebe, Eric
• 通讯作者: Wiebe, Eric

“I remember how to do it”: exploring upper elementary students’ collaborative regulation while pair programming using epistemic network analysis

“我记得怎么做”：探索高年级学生的协作调节，同时使用认知网络分析进行结对编程

• DOI: 10.1080/08993408.2022.2044672
• 发表时间: 2022
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Vandenberg, Jessica;Lynch, Collin;Boyer, Kristy Elizabeth;Wiebe, Eric
• 通讯作者: Wiebe, Eric

Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students.

两台计算机结对编程：探索反馈干预以改善小学生的协作谈话。

• DOI: 10.1080/08993408.2021.1877987
• 发表时间: 2021
• 期刊: Computer Science Education
• 影响因子: 2.7
• 作者: Zakaria, Zarifa;Vandenberg, Jessica;Tsan, Jennifer;Boulden, Danielle Cadieux;Lynch, Collin F.;Boyer, Kristy Elizabeth;Wiebe, Eric N.
• 通讯作者: Wiebe, Eric N.