Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
349399 | Computers & Education | 2008 | 18 Pages |
Abstract
Two experimental studies test the effect of group mirrors upon quantitative and qualitative aspects of participation in collaborative problem solving. Mirroring tools consist of a graphical representation of the group’s actions which is dynamically updated and displayed to the collaborators. In addition, metacognitive tools display a standard for desirable behavior. Results show that a mirroring tool did not substantively affect the behavior of subjects while a metacognitive tool led to increased participation in dialogue, including more frequent and precise planning.
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Authors
Patrick Jermann, Pierre Dillenbourg,