Collaborative Problem-solving Skills Research Articles

Development of Lighting System Simulator Student Worksheet to Improve CPS Skills of Vocational Students

This research aims to develop and test the feasibility of the student worksheet lighting system to improve collaborative problem solving (CPS) skills of vocational students. This research method used research and development with the 4D model consists of stages, namely Define, Design, Develop, and Disseminate. The developmental research was conducted at class XI Vocational High School Muhammadiyah 1 Bambanglipuro, with teachers and students as the research subjects. Techniques in collecting data in this study used interviews, questionnaires, and documentation. This research instrument used consists of interview sheets, validation sheets for material experts and media experts, and student response questionnaires. Data analysis techniques use quantitative descriptive. The results of this research and development obtained student worksheet lighting system products that can improve CPS skills. The final results of the feasibility of the student worksheet information system show the following numbers: 90% by material experts, 83% by media experts so that they are included in the "Very Feasible" category. The results of student responses in trials and usage trials get a figure of 86% in product trials and 87% in usage trials, so it is included in the "Very Feasible" category. Based on these results, the student worksheet lighting system developed can be said to be suitable for use as teaching materials in schools.

Exploring Behavioral and Strategic Factors Affecting Secondary Students’ Learning Performance in Collaborative Problem Solving-Based STEM Lessons

Despite the growing emphasis on integrating collaborative problem-solving (CPS) into science, technology, engineering, and mathematics (STEM) education, a comprehensive understanding of the critical factors that affect the effectiveness of this educational approach remains a challenge. This study aims to identify effective strategic and behavioral factors in course design and assess how these factors contribute to students’ learning performance. This study collected data from 106 students enrolled in seventh-grade science classes by using a mixed-method approach. First, the t-test results indicate that students’ learning performance was improved through CPS-based STEM learning. A path analysis shows that CPS awareness and several behavioral factors had direct effects, while several strategic factors had indirect effects on the improvement of learning performance. Finally, a dialog analysis indicates that students’ integrative use of CPS skills, especially task regulation skills used along with other skills, helped improve learning performance. This study not only bridges the gap in understanding the effectiveness of CPS in STEM education but also provides specific suggestions for improving instructional design.

The effects of online simulation-based collaborative problem-solving on students’ problem-solving, communication and collaboration attitudes

AbstractDespite national curricula and instructional reforms calling for collaborative problem-solving skills (CPS), however, there is an absence of a theory-laden model showing how to effectively construct CPS for science learning. We therefore developed and validated a simulation-based CPS model that exploits its constructs, sequences, and causal relationships, and evaluating its effectiveness on students’ problem-solving. Over the span of a two-week physics science course, 57 ninth-grade students were recruited from two intact middle school classes to engage in this online simulation-based collaborative problem-solving (CPS) program. This program consisted of nine electrochemistry problem-solving lessons spread across four class sessions, each lasting 45 min. Results indicated that the simulation-based CPS model was validated and proven to contribute to effective problem-solving by linking PS solution proposing, peer communication, implementing PS solutions with simulation, and providing evidence-based explanations. The simulation-based CPS model successfully improved the performance of both high- and low-achieving students. With the support and presence of high-achievers, low-achievers’ collaboration attitude was boosted, which lead them to achieve similar learning success.

Online Arabic Language Teaching Model Based on Collaborative Learning in Indonesian Senior High Schools

This research focuses on the implementation of online/virtual Arabic language learning at Darul Quran Senior High School in Mojokerto, utilizing the collaborative-based learning model known as "The Group Process Model" in the maharah kitabah (Arabic writing skills). Employing the 5M scientific approach and active learning, the study aims to elucidate: (1) the collaborative-based online learning model for maharah kitabah, (2) the application of this learning model, and (3) its impact on improving students' writing skills. Through a descriptive qualitative approach, data were gathered using interviews, observations, and documentation. Analysis involved data reduction, presentation, and drawing conclusions. Findings revealed the preparation of E-learning Moddle, WAG, and Zoom applications, alongside various learning tools such as syllabi, lesson plans, and online learning guides to support collaborative learning and its assessment. The application of the online Arabic Writing Skill model followed a structured approach, including introductory, core, and closing activities, supplemented by assignments and initial activities using the WAG application and Zoom meetings. Students accessed course materials and assignments via the school's E-learning Moddle. The collaborative learning model in Arabic Writing Skill demonstrated enhanced student outcomes and collaborative problem-solving skills in the classroom.

Improving collaborative problem-solving skills via automated feedback and scaffolding: a quasi-experimental study with CPSCoach 2.0

Improving collaborative problem-solving skills via automated feedback and scaffolding: a quasi-experimental study with CPSCoach 2.0

An investigation of factors related to collaborative problem-solving skills with mediation models

This study investigated the factors that are directly and indirectly related to collaborative problem-solving skills of students in Türkiye with multiple and multilevel mediation models, according to PISA 2015 results. The PISA 2015 Türkiye sample consisted of 5895 students. After missing data assignment and outlier analysis, the analyses were performed over the data set of 5882 students. In this study, whether the variables of valuing teamwork and valuing relationships show a mediation effect was tested with the Bootstrap method through multiple mediation models constructed with the dependent variable of collaborative problem-solving and the independent variables of school belonging and disciplinary climate. Our analyses revealed that the mediator variables had significant effects between school belonging and collaborative problem-solving. Similarly, the mediation effect between the disciplinary climate and the collaborative problem-solving was also significant. Multilevel mediation models constructed with the independent variables of students’ behavior hindering learning and extracurricular creative activities were analyzed with the multilevel structural equation modeling. The findings indicated that the variables of valuing relationships and valuing teamwork did not have a significant mediation effect between extracurricular creative activities and collaborative problem-solving scores. Similarly, it was found that the mediation effect between the students’ behavior hindering learning and collaborative problem-solving scores was not significant. In light of all these findings, it is recommended that school practices be strengthened to improve students' sense of belonging to school and a positive disciplinary climate, to develop students' collaborative problem-solving skills, and to improve attitudes towards collaboration.

Collaborative problem-solving design in large-scale assessments: Shedding lights in sequential conversation-based measurement

Collaborative problem solving (CPS) is inherently an interactive, conjoint, dual-strand process that considers how a student reasons about a problem as well as how s/he interacts with others to regulate social processes and exchange information (OECD, 2013). Measuring CPS skills presents a challenge for obtaining consistent, accurate, and reliable scale across individuals and user populations. The Programme for International Student Assessment (PISA)’s 2015 cycle first introduced an assessment of CPS in international large-scale assessments in which computer-based conversational agents were adapted to represent team members with a range of skills and abilities. This study draws on measures of the CPS domain in PISA 2015 to address the challenges and solutions related to CPS item design and shed lights on sequential conversation-based measurement. Specifically, we present the process of CPS item design, the development of scoring rules through CPS conversation paths, and discuss the possible approaches to better estimate CPS beyond item response models.

Visual analysis of commognitive conflict in collaborative problem solving in classrooms.

In today's knowledge-intensive and digital society, collaborative problem-solving (CPS) is considered a critical skill for students to develop. Moreover, international education research has embraced a new paradigm of communication-focused inquiry, and the commognitive theory helps enhance the understanding of CPS work. This paper aims to enhance the CPS skills by identifying, diagnosing, and visualizing commognitive conflicts during the CPS process, thereby fostering a learning-oriented innovative approach and even giving the script of technology-assisted feedback practices. Specifically, we utilized open-ended mathematical tasks and multi-camera video recordings to analyze the commognitive conflicts in CPS among 32 pairs, comprising 64 Year 7 students. After selecting the high-quality, medium-quality, and low-quality student pairs based on the SOLO theory, further investigations were made in the discourse diagnosis and visual analysis for the knowledge dimensions of commognitive conflict. Finally, it was discovered that there is a need to encourage students to focus on and resolve commognitive conflicts while providing timely feedback. Visual studies of commognitive conflict can empower AI-assisted teaching, and the intelligent diagnosis and visual analysis of CPS provide innovative solutions for teaching feedback.

Investigating student collaborative problem-solving competency and science achievement with multilevel modeling: Findings from PISA 2015

Collaborative problem-solving (CPS) competency is critical for 21st century students. However, reports from the Programme for International Student Assessment (PISA) 2015 have revealed significant deficiencies in this competency among young students globally, indicating a critical need for the cultivation of CPS skills. Therefore, it is essential for educators and researchers to examine the factors that influence CPS competency and understand the potential role of CPS in secondary education. The present study aims to investigate the relationship between collaboration dispositions and students’ CPS competency as well as the relationships of CPS competency and inquiry-based science instruction (IBSI) with science achievement using the PISA 2015 data. A total of 408,148 students from 52 countries and economies (i.e., regions) were included in our analysis. Unlike most previous studies that only investigated one country at a time and neglected the multilevel data structure of PISA, this study provided a global view through adopting multilevel modeling to account for the cluster effect at the school and country levels. Our findings revealed that valuing relationship was positively associated with CPS, whereas valuing teamwork was negatively associated with CPS. Furthermore, CPS competency was found to be a dominant and positive predictor of science achievement among all study variables, underscoring the importance of integrating CPS into teaching practices to promote student success in science. Additionally, different IBSI activities show varying relationships with science achievement, indicating that caution should be taken when recommending any specific practices associated with IBSI to teachers.

Escape Rooms and Collaborative Problem-Solving: Examining the Competence of Teacher Candidates

The paper discusses the use of educational escape rooms as an innovative learning activity that can engage and motivate students to master the curriculum. Traditional didactic models are no longer sufficient to equip students with the knowledge and skills needed in the real world. Therefore, competencies such as communication, collaboration, problem-solving, learning, and performance enhancement are essential.
 An educational escape room is a game created for pedagogical purposes. It involves clues, logical puzzles, and tasks that a team must solve in a limited time. The game's goal is to escape from a physical room or find a hidden object. A crucial aspect of the game is the development of soft skills.
 The paper presents the authors' own educational escape room game, which was designed to measure collaborative problem-solving competencies among students in higher education. The authors used Guttmann diagrams to analyse students' performance according to their competence level.
 The study provides insights into the methodological possibilities of using educational escape rooms to measure collaborative problem-solving competence among students in higher education. The findings have implications for the design of future educational escape room games and for the development of collaborative problem-solving skills among students in higher education.

Adopt or abandon: Facilitators and barriers of in-service teachers’ integration of game learning analytics in K–12 classrooms?

Game learning analytics (GLA) is an emerging technology that facilitates teachers’ evidence-based pedagogical design and assessments. Despite its affordances and potential in K–12 classrooms, teachers’ integration of GLA in teaching practices remains largely unexplored. This study implemented an educational game on collaborative problem solving (CPS) and a GLA system for assisting K–12 teachers in evaluating students’ CPS skills and processes and quest performance and engagement. Based on the integrative model of behavioural prediction, this study aimed to examine 1) the extent to which personal, environmental, and technological factors affected teachers’ usage intention and behaviour towards the GLA system, 2) the effects of moderators on the intention–behaviour relationship, and 3) how the structural model relationships differed across teachers with various individual characteristics. Survey data from 300 in-service teachers from Chinese primary and secondary schools were collected and analysed using partial least squares structural equation modelling. Results indicated that our model demonstrated strong in-sample and out-of-sample predictive power. In particular, teachers’ attitudes, subjective norms, and self-efficacy influenced their behavioural intention, while technological pedagogical content knowledge, school support, and behavioural intention predicted their actual behaviour. In addition, technostress acted as a significant moderator of the intention–behaviour relationship. Moreover, teachers’ gaming preferences, teaching subjects, and years of teaching explained the heterogeneity of their GLA usage. This study contributes to a theoretical understanding of and methodological advancements in studying teachers’ usage intention and behaviour on GLA and yields practical implications for the design and implementation of GLA in K–12 classrooms.

Exploring technical college student’s collaborative problem solving and teamwork skills in multi-educational level engineering design teams

ABSTRACT Manufacturing engineers work in teams with a wide range of skills and credentials. Teamwork and collaborative problem solving (CPS) skills enable higher productivity and efficiency. However, these skills are largely absent from engineering education curricula and research in contexts involving multi-educational teams inclusive of technical college engineering students. We address this gap in research and practice through a qualitative case study exploring the contributions, experiences, and perspectives of technical college students working in multi-educational level teams to solve real-world engineering manufacturing problems. Data analyses resulted in six themes: (1) positive team culture, (2) valuing industry skills, (3) sharing responsibilities to iteratively make changes, (4) applying technical roles, (5) peer interactions, and (6) career preparation. Technical college students’ perceptions of challenges and successes are also discussed. Results imply that to effectively promote CPS and teamwork in similar contexts educators and industry leaders should consider the importance of (1) valuing students’/workers’ current professional identities while promoting productive conflict, (2) respecting differing team roles while encouraging skill development, and (3) fostering future career skills.

Developing collaborative problem-solving skills through inquiry-based learning

Loodusainete tundides lahendatakse loodusteadusliku sisuga probleeme enamasti uurimuslike tegevustega. Uuringu eesmärk on selgitada välja, mis toetab õpilaste tulemuslikku koostööd uurimuslikes tegevustes, ja anda loodusainete õpetajatele soovitusi, kuidas integreerida koostöise probleemilahendamise oskuse ning aine- ja uurimuslike teadmiste kujundamist. Uuringus osalesid 7. klassi õpilased (N = 44), kellel tuli nutitelefoni kasutades virtuaallaboris kaaslasega koostööd teha. Tulemusi analüüsiti kvalitatiivselt deduktiivse sisuanalüüsi ja kvantitatiivselt Hesse jt (2015) raamistiku järgi. Uuring näitab, et õpilased viib tulemusliku koostööni õpetaja juhitud klassiarutelu. Õpilaste meelest aitavad koostöisele probleemilahendamisele kaasa katsetamine, mitme variandi läbiproovimine ning üksteisega suhtlemine. Õpilased vajavad täpseid juhiseid, et edukaks uurimuslikuks õppeks analüütiliselt mõelda, ülesanne uuesti läbi vaadata, teemaga seotud küsimusi esitada ja/või tõenditel põhinevalt teaduslikult arutleda. Summary

Perceived contribution of a hybrid serious game to the development of collaborative problem solving among undergraduate nursing students: A mixed method design

BackgroundCommunity health nurses collaborate in teams to address client care, organise services, and conduct preventive activities. Hence, it is crucial for students in this work context, to practise and enhance their collaborative problem-solving (CPS) skills. To facilitate this, a hybrid serious game called "Carion" was developed, immersing second-year nursing students in a semester-long experience of working as district nurses in self-managed teams. The game challenges them to collectively tackle authentic and fictional problems. However, the extent and manner in which this hybrid serious game contributes to students' CPS skill development is unknown. AimThe aim of this study is to explore how students perceive the development of CPS by doing assignments carried out in the learning context of the hybrid serious game Carion. ParticipantsTwo teams each consisting of five second-year nursing students, were selected for the qualitative case study. Two lecturers acting as team coaches also participated in this study. 110 (response rate 61 %) second-year students participated in the quantitative survey at the beginning of the semester, 109 students at the end of the semester. MethodsThe study is a mixed method design. The qualitative component involves a case study while the quantitative component consists of an online survey. Qualitative and quantitative data regarding collaborative problem solving was collected at different time points using focus group interviews, one-on-one interviews, digital logbooks and an online self-assessment tool. ResultsQualitative analysis revealed insights into three key themes: (1) Collaboration, encompassing consulting with each other, and capitalising on each other’s qualities and strengths; (2) Problem solving, encompassing quicker and easier problem solving, allocating assignments, coming to a joint solution, and problem-solving method; and (3) Learning from each other, encompassing learning from each other’s knowledge and experience, and from each other’s ideas. No growth in collaborative problem-solving development was statistically shown in the group. ConclusionsThis study gives an ambiguous view on students' perception of their CPS development through involvement in various Carion assignments. Based on this exploratory investigation, prematurely labelling Carion as a potential educational environment for developing CPS among undergraduate nursing students in community healthcare would be unwarranted. Further research is needed, particularly in scrutinising the interplay between CPS and diverse learning activities, assignments and learning outcomes within this specific hybrid serious game context.

Investigating collaborative problem solving skills and outcomes across computer-based tasks

Collaborative problem solving (CPS) is a critical competency for the modern workforce, as many of todays' problems require groups to come together to find innovative solutions to complex problems. This has motivated increased interest in work dedicated to assessing and developing CPS skills. However, there has been limited attention in prior CPS assessment research on potential differences in how CPS behaviors are exhibited across task contexts. In the current study, we investigated associations among middle- and high-school students’ displayed CPS skills across two online (i.e., via videoconferencing) tasks (Physics Playground and the T-Shirt Math Task) and the extent to which different skills were related to CPS outcomes across those tasks. Results showed variation in associations of CPS skills across the tasks, contributing further evidence to our understanding of how different CPS task designs can give students the opportunity to demonstrate different CPS skills. Our findings highlight the potential of incorporating multiple tasks during CPS assessments and can inform future research on CPS task design and computer-based CPS assessment.

A stratospheric mission – design of a conceptual framework to bring weather balloons and STEM into the classroom

IntroductionIntegrated STEM education makes learning relevant and applicable, blending the mindset, skillset, and toolset necessary in developing a depth of understanding for science, technology, engineering and mathematics.MethodsBased on the theoretical framework of Kelley and Knowles the ‘Spaceship Earth’ project was designed to engage primary school children in 4th class (ages 9 and 10 years old) in real-world project-based experiments in the classroom that are used to develop collaborative problem-solving skills and a framework for asking and answering scientific questions. This project involved researchers from two Universities and the Irish National Meteorological Service working collaboratively on a high-altitude balloon mission.ResultsHigh-altitude balloons have an established track record of safe and effective use in weather forecasting, astronomy, and STEM outreach. During the project lifecycle the children devised experiments that they launched to the stratosphere using the high-altitude balloons. Once the experiments returned to Earth, the children engaged in analysis and discussion about their experiments that extended and deepened their learning.DiscussionThis celestial project framework represents a new dawn of innovation for STEM education and public engagement.

KETERAMPILAN COLLABORATIVE PROBLEM SOLVING SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA

This study is descriptive research that aims to describe students' collaborative problem solving (CPS) skills in solving mathematics problems. The subjects in this study were 6 students at grade XI consisting of 2 students with high mathematical abilities, 2 students with moderate mathematical abilities, and 2 students with low mathematical abilities. The six of them were divided into 3 groups consisting of 2 students with different mathematical abilities. The three groups were given mathematics problems to be solved collaboratively. The results of this study were analyzed using the semiotic Peirce model approach which uses a trichotomous relationship between representamen (Z), interpretant (I), and object (O) to show the CPS process that occurs. The results of the study show that students' CPS skills vary. The CPS process of high and moderate mathematical ability students is running quite well. Meanwhile, the CPS process of high and low mathematical ability students and moderate and low mathematical ability students was not as good as expected because of the little interaction or discussion between the members of the group in solving problems

Collaboration and socio-economic inequality: Estimating the effects of intra-school and inter-school inequality on collaborative problem-solving skills

The Programme for International Student Assessment (PISA), the world’s most extensive assessment of student scholastic abilities, included in its 2015 cycle a human-agent measure of collaborative problem-solving skills (CPS). To better understand the development of collaboration proficiency in youth, we assess the effects on CPS of several individual, mezzo, and national level variables, focusing on intra-school and inter-school wealth inequality. The results of the three-level hierarchical linear models on 46 countries show that both types of inequality have negative effects on CPS individual scores. In the case of intra-school inequality, the negative effect holds after controlling for individual differences in science performance. Generalized trust and political equality, measured at the national level, counteract these effects independently, reaffirming the importance of education to democratic citizenship and institutions.

Gender differences in collaborative problem-solving skills in a cross-country perspective.

Gender differences in collaborative problem-solving skills in a cross-country perspective.

디지털 리터러시 환경에서 외국인 학부생의 토론 과제 구성 연구

This study proposes a detailed structure of Korean debate assignments that can be utilized in a digital literacy environment. First, it examined the relationship between learners’ collaborative problem-solving skills and their debate abilities, the components of debate abilities, and learners’ cognitive characteristics required for surveying debate materials. It then presented an example of a debate assignment structure that can be used in actual classrooms. The usefulness of the debate assignments examined in this study are as follows. Firstly, it promotes learners’ debate activities. An amicable environment is formed where learners with limited background knowledge or passive attitudes can easily access debate topics, facilitating debate activities. Secondly, it enhances learners’ digital literacy through exploratory reading activities of digital materials. In particular, debate activities become more active during the process of sharing, selecting, and organizing information. Thirdly, it contributes to improving foreign language learners’ academic performance through digital literacy problem-solving. This study differs from previous studies in that it actively incorporates the changed learning environment into Korean language education and discusses in detail the process of foreign language learners creating the content of discussions by activating expanded background knowledge based on digital literacy.