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: Natural language processing (NLP) and machine learning technologies offer significant advantages, such as facilitating the delivery of reflective feedback in collaborative learning environments while minimising technical constraints for educators related to time and location. Recently, scholars' interest in reflective feedback has…

Background: Many researchers work on the design and development of multimodal collaboration support systems with AI, yet very few of these systems are mature enough to provide actionable feedback to students in real-world settings. Therefore, a notable gap exists in the literature regarding students' perceptions of such systems and the feedback…

Background: Collaborative problem-solving (CPS), encompassing social and cognitive domains, is recognised as a critical competency for current and future learners. While the cognitive domain, rooted in individual problem-solving, is relatively well understood, the social domain, manifested through social interaction, remains a challenge,…

Background Study: Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education. Objectives: This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer-supported…

Background: Both socially regulated learning and cognitive quality are important factors affecting collaborative knowledge building, but the current research lacks a joint quantified evaluation method that combines these two aspects. Objectives: Based on the existing framework, we proposed a joint evaluation method for regulated learning and…

Background: During the COVID-19 pandemic, online collaborative problem solving (online CPS) has become one of the most crucial learning methods to develop students' learning performance. However, it remains unclear of the effectiveness of the online CPS method on students' learning performance. Objectives: To explore the overall effect of online…

Background: In recent years, the use of virtual reality (VR) environments for education has gained interest in research and education. However, little is known about the potential of social VR environments for collaborative learning. Objectives: This study explores pre-service teachers' (PSTs') collaborative learning and role-based drama activity,…

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: Collaborative learning has become a crucial approach to promoting online in-service teacher training. Appropriate peer recommendation for group composition is the basis to ensure productive learning outcomes of collaborative learning. However, there is a lack of understanding of the impact of peer recommendation on in-service teachers'…

Background: Attention has been paid to collaboration in digital game-based learning, as it fosters interaction and student engagement, thereby enhancing learning outcomes. Previous findings about the effect of collaboration in digital game-based learning were inconsistent, and few studies have explored the underlying mechanisms, particularly…

Background: Computational thinking (CT) is an essential skill for preparing the younger generation to succeed in an AI-driven world, with pair programming emerging as a widely used approach to foster these skills. However, the role of individual factors and mutual engagement in shaping CT skills within pair programming remains underexplored,…

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB--the focus of this…

Background: Computer-supported collaborative learning (CSCL) environments are hypothesised to offer a learning environment that satisfies basic psychological needs for autonomy, relatedness and competence, subsequently improving learning and motivational outcomes. However, the underlying mechanism of how basic psychological needs are fulfilled…

Background: The rising importance of digital technologies in everyday communication has played a key role in processes of political polarization and rising mistrust and intolerance. We suggest this crisis could be productively conceptualized as a crisis in perspective-taking--the tendency and competency to actively consider others' mental and…