This study examined the individual and collaborative infographic development processes of middle school students in a qualitative research context. In the first phase, individual and collaborative infographics were developed, a simultaneous think-aloud protocol and interviews were conducted. In the second phase, focus group interviews were…

The advent of generative artificial intelligence (GAI), exemplified by ChatGPT, has introduced both new opportunities and challenges in science, technology, engineering, and mathematics (STEM) and entrepreneurship education. This exploratory quasi-experimental study examined the effects of ChatGPT-assisted collaborative learning (CCL) on students'…

As problems become increasingly complex, science educators need to better understand how new knowledge is constructed and applied in heterogeneous team collaborations, and how to teach students to productively engage in these processes. We discuss the emergence of insights in collaborative sensemaking and suggest a model that articulates the…

Educating young learners to reason with data is increasingly important given our data-saturated society; yet teachers need support in recognizing and facilitating apt epistemic performance (which involves the beliefs and practices necessary to successfully establish, critique, and use data and knowledge within a domain) regarding data literacy…

Group awareness (GA) tools can facilitate learning processes and outcomes by visualizing different social attributes, such as cognitive and behavioral information about group members. To assist learning and writing in social media, combining various types of awareness information may foster learning processes due to challenges, which are difficult…

Cross-cultural collaborative learning has been paid more and more attention in recent years. To promote productive cross-cultural collaborative learning, idea generation and improvement, and socially shared regulation is crucial. The study aimed to identify the differences in idea generation and improvement as well as socially shared regulation…

Collaborative learning (CL) can be a powerful method for sharing understanding between learners. To this end, strategic regulation of processes, such as cognition and affect (including metacognition, emotion and motivation) is key. Decades of research on self-regulated learning has advanced our understanding about the need for and complexity of…

Background: Within STEM education, research on instructional practices has focused on ways to increase student engagement and thereby reap the associated benefits of increased learning, persistence, and academic success. These meaningful-learning goals have been tied most specifically to cognitive engagement, a construct that is often difficult…

Computer-supported collaborative learning (CSCL) presents postsecondary educators with a conundrum: how to design and support small-group activities without stifling deep and meaningful learning. The literature indicates that students are not consistently practicing higher-order cognitive activities, educators are not reliably designing or…

The study of students' use of representations is one of the main topics of physics education research and is guided by the overarching field of semiotics. In this paper we compare two semiotic frameworks, one coming from didactics of mathematics and one from physics education research; "the theory of registers of semiotic…

In this paper, we argue that how we use theories may be preventing us from developing a deeper understanding of computer supported collaborative learning (CSCL) contexts. We focus the argument on our understanding of orchestration processes and draw on common theories to show how they prioritize a mono-ecological approach: the examination of…

The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience high levels of social challenge in terms of the quality of their written assignment, as well as the frequency and sequential pattern of their cognitive, metacognitive, relational,…

The study reported in this article examined the impact of task type on the ways in which learners resolve grammatical language-related episodes (LREs) and whether the level of engagement affects subsequent language development. Data were collected over a six-week period. Thirty-two Iranian second language (L2) learners were paired up to complete a…

Cognitive group awareness tools are a means to guide collaborative learning activities by providing knowledge-related information to the learners. While positive effects of such tools are firmly established, there is no consistency with regard to the awareness information used and a wide range of target concepts exist. However, attempts to compare…

Complex, multimedia software such as educational videogames offer a wide range of elements to modify learner behavior. The adjustment of such software might support learning, especially in complex settings like collaborative or cooperative scenarios. Coming from a theoretical background of educational psychology, our experiment seeks to implement…