Abstract
In this study we investigate the benefits that debriefing can add to collaborative Pyramid script with open-ended tasks. The open-ended task allows students to produce multiple possible solutions to a given problem and requires learners to express personal opinions based on previous experiences and intuitions. In this sense, misconceptions and gaps can appear in the collaboration process, demanding a teacher intervention. Debriefing, as part of teacher orchestration tasks, enables teachers to facilitate students’ reflection about the learning experience, correcting mistakes and filling gaps. Qualitative analysis of students’ answers through concepts and their relations was developed. The examination of concepts and relations supported the benefits of the Pyramid script with open-ended tasks and debriefing to learning. The results of the study indicate that students increased the concepts mentioned and built more relations between concepts after debriefinLg.
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Acknowledgements
This work has been partially supported by the grants PID2020-112584RB-C33, MDM-2015-0502 funded by MICIN/AEI/10.13039/501100011033 and the Volkswagen Stiftung (Courage, ref. 95 566). D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme.
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Odakura, V., Amarasinghe, I., Hernández-Leo, D., Sánchez-Reina, R., Theophilou, E., Lobo-Quintero, R. (2022). Effects of Debriefing in Computer-Supported Collaborative Learning Pyramid Scripts with Open-Ended Task. In: Wong, LH., Hayashi, Y., Collazos, C.A., Alvarez, C., Zurita, G., Baloian, N. (eds) Collaboration Technologies and Social Computing. CollabTech 2022. Lecture Notes in Computer Science, vol 13632. Springer, Cham. https://doi.org/10.1007/978-3-031-20218-6_2
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