An analysis of Interaction of Cognitive and Social Aspects during Collaborative Problem Solving

Abstract

Collaborative problem solving (CPS) is a key skill for the success in education and workforce. The CPS performance is determined by the interaction of problem solving process and collaboration. Thus, the interaction of cognitive and social aspects should be included in the CPS assessment. This study presented a method to analyze the interaction through extending the coding framework from the Assessment and Teaching of 21st Century Skills (ATC21S) project. The results showed that the high task performance group outperformed the low one in terms of the interactive chat-action pattern and participation pattern. Besides, a visual representation of the participation pattern exhibited more details about the interaction.