Effects of Collaborative Learning on a Complex Doubly Structured Network

The purpose of this research is to clarify the actual conditions of understanding of teaching done in a classroom. As a means to do so, we propose a simulation for in-class learning processes with consideration given to academic capability, learning material structure, and collaborative relationships. We build an internal network by estimating the understanding probability network by the use of Item Response Theory (IRT) and estimating the learning material structure model with the use of the Bayesian network. The influence of teaching strategies on learning effects is analysed in the model. Moreover, the influence of the seating arrangement of learners on collaborative learning effects and ability groups are discussed. As a result of the simulation, the following points were found: (1) the learning effects depend on the difference in teaching strategies; (2) a teaching strategy where learning skills, material structure, and collaborative learning are integrated is the most effective; and (3) seating arrangements affects collaborative learning.