Background: Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy-value theory to explore how students' expectancies for success relate to group-level regulation of learning during collaborative interactions. The study considers success expectancies both as…

Background: The necessity of supporting socially shared regulation of learning (SSRL) for learners is widely acknowledged as a crucial element for successful collaborative learning (CL). However, inherent challenges are presented for the observation, study, and support of SSRL. Non-verbal behaviours have been identified as a potentially rich…

Background: Group size is one of the important factors that affect collaborative learning, however, there is no consensus in the literature on how many students should the groups be composed of during the problem-solving process. Objectives: This study investigated the effect of group size in a K-12 introductory Artificial Intelligence course by…

This study examined affect during high school students' face-to-face collaborative inquiry learning in science, supported by the web-based software Virtual Baltic Sea Explorer. Self-reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of…