Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning

Muhterem Dindar,Jonna Malmberg,Sanna Järvelä,Eetu Haataja,Paul A Kirschner

doi:10.1007/s10639-019-10059-5

Muhterem Dindar, Jonna Malmberg + Show 3 more

Open Access

https://doi.org/10.1007/s10639-019-10059-5

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Abstract

This study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research.

Highlights

Collaborative learning is “a shared social system” in which multiple agents have to agree on common learning goals and actively regulate their cognition, motivation and emotions both at the individual and group levels, until the goals are attained (Volet et al 2009)
Though much is known about the socio-emotional aspects of collaboration and their role in knowledge creation and co-construction (e.g. Zhao and Chan 2014), there is limited knowledge about how and at what level self-regulatory processes change within and across collaborative learning sessions and how they are related to learning outcomes
Behavioral processes involve elements of persistence and determination. Supporting such claims, the correlation between behavioral and motivational changes in the current study indicated that behavioral management of collaborative learning processes are related to motivational change

Summary

Introduction

Collaborative learning is “a shared social system” in which multiple agents have to agree on common learning goals and actively regulate their cognition, motivation and emotions both at the individual and group levels, until the goals are attained (Volet et al 2009). Zhao and Chan 2014), there is limited knowledge about how and at what level self-regulatory processes change within and across collaborative learning sessions and how they are related to learning outcomes. It combined self-report data with physiological data, such as electrodermal activity data (EDA) to examine the temporal changes in the dimensions of behavioral, cognitive, motivational, and emotional processes and their relationship to academic achievement in the context of collaborative learning

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