Abstract
The current article describes an exploratory study that focussed on joint attention behaviour—the basis of interaction predicting productive collaboration—to better understand collaborative problem solving, particularly its social aspects during remote dyadic interaction. The study considered joint attention behaviour as a socio-linguistic phenomenon and relied on detailed qualitative interaction analysis on event-related measures of multiple observational data (i.e. log files, eye-tracking data). The aim was to illustrate and exemplify how the diverse attentional levels of joint attention behaviour (i.e. monitoring, common, mutual and shared attention) delineated by Siposova and Carpenter (Cognition 89:260–274, 2019) were achieved in remote collaborative problem solving in dyads, including the underlying basis of joint attention behaviour (i.e. individual attention experience). The results made visible the complex functioning of the social aspects of remote collaborative problem solving and provided preliminary insights into how the hierarchical and nested levels of ‘jointness’ and common knowledge were achieved in this context. The analysis reproduced all the theorised attentional levels as both isolated and parallel individualistic attention experiences whilst acknowledging the restrictions of the remote interaction environment and the specific task structures.
Highlights
The current article describes an exploratory study focussing on joint attention behaviour (JAB; e.g. Carpenter & Liebal, 2012; Eilan, 2005; Eilan, Hoerl, McCormack, & Roessler, 2005; Mundy, 2013, 2018; Mundy & Newell, 2007; O’Madagain & Tomasello, 2019; Siposova & Carpenter, 2019; Tomasello, 1995) in dyadic interaction
The current article describes an exploratory study that focussed on joint attention behaviour—the basis of interaction predicting productive collaboration—to better understand collaborative problem solving, its social aspects during remote dyadic interaction
In terms of the identified attentional levels and their underlying basis, having combined the information embedded in both activity logs and gaze data, the analysis resulted in illustrative examples that exemplify the spectrum of jointness as different attentional levels (Siposova & Carpenter, 2019) during remote collaborative problem solving (CPS) in dyads
Summary
The current article describes an exploratory study focussing on joint attention behaviour (JAB; e.g. Carpenter & Liebal, 2012; Eilan, 2005; Eilan, Hoerl, McCormack, & Roessler, 2005; Mundy, 2013, 2018; Mundy & Newell, 2007; O’Madagain & Tomasello, 2019; Siposova & Carpenter, 2019; Tomasello, 1995) in dyadic interaction (i.e. interactions between two participants). By focussing on JAB, the aim is to better understand collaborative problem solving (CPS), especially its social aspects during remote CPS. Solving problems together and developing a shared understanding of a shared object or an aspect of a problem to create ‘if-’ problem-solving rules require both collaboration and negotiations of meanings (Barron & Roschelle, 2009). Moll & Meltzoff, 2011, 2012) and build on ideas to solve problems together. In this regard, JAB is seen to form the cornerstone of social interaction, predicting productive collaboration To better understand CPS and its social aspects, it is necessary to focus on JAB
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