NDLI: Scripted collaborative learning with the cognitive tutor algebra

Content Provider	Springer Nature Link
Author	Rummel, Nikol Mullins, Dejana Spada, Hans
Copyright Year	2012
Abstract	With the aim to promote students’ mathematics learning, we extended the Cognitive Tutor Algebra (CTA), a computer-based tutoring system for high school mathematics, to a collaborative setting. Furthermore we developed a collaboration script to support students’ interactions. In an experimental classroom study, we compared three conditions: scripted collaborative learning, unscripted collaborative learning, and individual learning. After a 2-day learning phase, posttests assessed individual and collaborative reproduction of knowledge and skills, and future learning. First, with the collaboration script we aimed to improve students’ interaction. Second, we assumed that due to an improved interaction students would benefit more from the learning opportunities during collaboration and, in consequence, their learning would increase as compared with the other conditions. To investigate the first assumption, we compared the interaction of a scripted dyad and an unscripted dyad. The in-depth process analyses revealed a positive impact of the script on student collaboration and problem solving during scripted interaction and in subsequent unscripted interaction. While this effect was mirrored in the learning gains of the two dyads, we could not establish a general learning effect in the quantitative between-condition comparison of student performance. Particularly for students with low prior knowledge, the removal of the script in the test phase initially entailed a decline in reproduction performance as students had to get used to the unscripted problem-solving situation. A notable finding was, however, that the collaborative conditions yielded the same outcomes as the individual condition in the individual reproduction test even though students had solved fewer problems during the learning phase and had only solved them collaboratively.
Starting Page	307
Ending Page	339
Page Count	33
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	7
Issue Number	2
e-ISSN	15561615
Language	English
Publisher	Springer US
Publisher Date	2012-05-27
Publisher Institution	International Society of the Learning Sciences
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Computer-supported collaborative learning Scripted collaboration Mathematics learning Experimental classroom study Collaboration process analysis Educational Technology Cognitive Psychology Computers and Education User Interfaces and Human Computer Interaction Learning & Instruction
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
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7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
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9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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