Abstract
For collaboration in learning situations, it is important to know what the collaborators know. However, developing such knowledge is difficult, especially for newly formed groups participating in a computer-supported collaboration. The solution for this problem described in this paper is to provide to group members access to the knowledge structures and the information resources of their collaboration partners in the form of digital concept maps. In an empirical study, 20 triads having access to such maps and 20 triads collaborating without such maps are compared regarding their group performance in problem-solving tasks. Results showed that the triads being provided with such concept maps acquired more knowledge about the others’ knowledge structures and information, focused while collaborating mainly on problem-relevant information, and therefore, solved the problems faster and more often correctly, compared to triads with no access to their collaborators’ maps.
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Notes
Partial eta-squared value of an experimental factor is defined as “the proportion of total variance attributable to the factor, partialling out (excluding) other factors from the total nonerror variation” (Pierce et al. 2004, p. 918). Due to the fact that classical eta-squared values for an effect are dependent upon the number and the magnitude of other effects, partial eta-squared values are preferred in this paper (Cohen 1973).
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Acknowledgments
This research project was supported by the Knowledge Media Research Center in Tuebingen (Germany). The first author is supported by the European Social Fund and by the Ministry of Science, Research and the Arts Baden-Württemberg (Germany). We especially thank Prof. Dr. John Coffey of the Florida Institute for Human and Machine Cognition (USA), as well as the Media Development Group of the Knowledge Media Research Center for their technical assistance.
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Engelmann, T., Hesse, F.W. How digital concept maps about the collaborators’ knowledge and information influence computer-supported collaborative problem solving. Computer Supported Learning 5, 299–319 (2010). https://doi.org/10.1007/s11412-010-9089-1
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DOI: https://doi.org/10.1007/s11412-010-9089-1