Abstract
The research presented in this paper aims at investigating factors that reflect Individual to Group (I-to-G) and Group to Individual (G-to-I) influences in a collaborative learning setting. An empirical study is described, in which students worked on concept mapping tasks, individually and in groups. Analysing the individual and group concept maps, specific factors were identified that account for G-to-I and I-to-G influences reflecting peer interaction and impact on group and individual achievement during and after collaboration. Dependences were also identified between individual/group characteristics, such as knowledge and style, and individual/group progress. Finally, a discussion about how these factors may inform the learner and group models of the adaptive concept mapping environment COMPASS is given.
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