Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data
Abstract The purpose of this study aimed to analyze the process of online collaborative problem solving (CPS) via brain-to-brain synchrony (BS) at the problem-understanding and problem-solving stages. Aiming to obtain additional insights than traditional approaches (survey and observation), BS refer...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2022-10-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Online Access: | https://doi.org/10.1186/s41239-022-00356-4 |
| _version_ | 1811226627854565376 |
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| author | Xu Du Lizhao Zhang Jui-Long Hung Hao Li Hengtao Tang Yiqian Xie |
| author_facet | Xu Du Lizhao Zhang Jui-Long Hung Hao Li Hengtao Tang Yiqian Xie |
| author_sort | Xu Du |
| collection | DOAJ |
| description | Abstract The purpose of this study aimed to analyze the process of online collaborative problem solving (CPS) via brain-to-brain synchrony (BS) at the problem-understanding and problem-solving stages. Aiming to obtain additional insights than traditional approaches (survey and observation), BS refers to the synchronization of brain activity between two or more people, as an indicator of interpersonal interaction or common attention. Thirty-six undergraduate students participated. Results indicate the problem-understanding stage showed a higher level of BS than the problem-solving stage. Moreover, the level of BS at the problem-solving stage was significantly correlated with task performance. Groups with all high CPS skill students had the highest level of BS, while some of the mixed groups could achieve the same level of BS. BS is an effective indicator of CPS to group performance and individual interaction. Implications for the online CPS design and possible supports for the process of online CPS activity are also discussed. |
| first_indexed | 2024-04-12T09:28:20Z |
| format | Article |
| id | doaj.art-ba93d29957b64cbd8bc1df9e73f85f38 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-04-12T09:28:20Z |
| publishDate | 2022-10-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-ba93d29957b64cbd8bc1df9e73f85f382022-12-22T03:38:26ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402022-10-0119112110.1186/s41239-022-00356-4Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony dataXu Du0Lizhao Zhang1Jui-Long Hung2Hao Li3Hengtao Tang4Yiqian Xie5National Engineering Research Center for E-Learning, Central China Normal UniversityNational Engineering Laboratory for Educational Big Data, Central China Normal UniversityNational Engineering Laboratory for Educational Big Data, Central China Normal UniversityNational Engineering Research Center for E-Learning, Central China Normal UniversityDepartment of Educational Studies, University of South CarolinaNational Engineering Research Center for E-Learning, Central China Normal UniversityAbstract The purpose of this study aimed to analyze the process of online collaborative problem solving (CPS) via brain-to-brain synchrony (BS) at the problem-understanding and problem-solving stages. Aiming to obtain additional insights than traditional approaches (survey and observation), BS refers to the synchronization of brain activity between two or more people, as an indicator of interpersonal interaction or common attention. Thirty-six undergraduate students participated. Results indicate the problem-understanding stage showed a higher level of BS than the problem-solving stage. Moreover, the level of BS at the problem-solving stage was significantly correlated with task performance. Groups with all high CPS skill students had the highest level of BS, while some of the mixed groups could achieve the same level of BS. BS is an effective indicator of CPS to group performance and individual interaction. Implications for the online CPS design and possible supports for the process of online CPS activity are also discussed.https://doi.org/10.1186/s41239-022-00356-4 |
| spellingShingle | Xu Du Lizhao Zhang Jui-Long Hung Hao Li Hengtao Tang Yiqian Xie Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data International Journal of Educational Technology in Higher Education |
| title | Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data |
| title_full | Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data |
| title_fullStr | Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data |
| title_full_unstemmed | Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data |
| title_short | Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data |
| title_sort | understand group interaction and cognitive state in online collaborative problem solving leveraging brain to brain synchrony data |
| url | https://doi.org/10.1186/s41239-022-00356-4 |
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