Collaborative Research: Interpersonal Coordination and Coregulation during Collaborative Problem Solving

协作研究：协作解决问题过程中的人际协调和共同调节

基本信息

批准号：
1745442
负责人：
Sidney D'Mello
金额：
$ 83.63万
依托单位：
University of Colorado at Boulder
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-05-01 至 2022-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1745442&HistoricalAwards=false
关键词：
Collaborative Research Interpersonal Coordination Coregulation

项目摘要

Collaborative problem solving (CPS) is an essential skill in our increasingly connected and globalized world. Yet, there is a paucity of knowledge on how to define, measure, and develop this skill, especially in the context of STEM learning. A team of investigators from Notre Dame University, Florida State University, and Arizona State University will seek to discover how interpersonal interactions arise and influence CPS processes and outcomes in digital STEM learning environments. The research will focus on groups of high school and college students collaborating virtually within a STEM educational game called Physics Playground. The hypothesis is that CPS effectiveness can be improved by providing real-time automated feedback on the ongoing collaboration. The investigators will collect an array of data, ranging from individual physiological measures to learning outcome measures to group communication patterns. Their goal is to improve the design of future CPS learning environments, making them more enjoyable, engaging, and effective. The project is funded by the EHR Core Research (ECR) program, which supports work that advances the fundamental research literature on STEM learning.The research will involve dyads and triads collaborating virtually within a learning environment called Physics Playground, a STEM educational game. Data will be collected in both the lab and classroom, using a diverse sample of high school and college students from three sites across the U.S. The team will integrate data from a range of sources including modeling of small group problem solving and collaborative learning and from the modeling of low-level data from eye tracking, facial feature tracking, psychophysiology, and linguistic/paralinguistic speech analysis. Additionally, the team will study the moderating effects of task constraints and group composition on CPS processes and outcomes. A further goal is to model dynamic CPS processes using nonlinear time series analyses and multimodal deep recurrent neural networks. The computational models will be integrated into the learning environment to test the hypothesis that CPS outcomes can be improved by providing automated feedback on unfolding collaborative processes. Thus, by blending basic experimental research, multisensor-multimodal analysis, computational modeling, and dynamic computerized intervention, the researchers will attempt to make foundational theoretical, methodological, and technological advances.

协作解决问题（CPS）是我们日益连接和全球化的世界中的重要技能。然而，关于如何定义，衡量和发展这一技能的知识很少，尤其是在STEM学习的背景下。巴黎圣母院，佛罗里达州立大学和亚利桑那州立大学的一个调查人员团队将寻求发现人际关系如何出现并影响数字STEM学习环境中的CPS流程和结果。该研究将重点关注高中和大学生的小组，实际上是在一个名为“物理”游乐场的STEM教育游戏中合作的。假设是，通过提供有关正在进行的协作的实时自动反馈，可以提高CPS的有效性。研究人员将收集一系列数据，从个人的生理指标到学习成果指标再到小组沟通模式。他们的目标是改善未来CPS学习环境的设计，使它们更加愉快，引人入胜和有效。该项目由EHR Core Research（ECR）计划资助，该计划支持有关STEM学习的基本研究文献的发展。该研究将涉及Dyads和Triads几乎在名为Physics Playground的学习环境中合作，这是STEM教育游戏。数据将在实验室和课堂上收集，使用来自美国三个站点的高中和大学生样本，该团队将整合来自一系列来源的数据，包括对小组解决方案和协作学习的建模，以及从眼睛跟踪，面部特征跟踪，心理生理学和语言学/帕尔语言/Paralishic/Paralistic/Paralistic/Paralistic/Paralistic语言分析中对低级数据的建模。此外，团队将研究任务约束和组组成对CPS过程和结果的调节作用。另一个目标是使用非线性时间序列分析和多模式深度复发神经网络对动态CPS过程进行建模。计算模型将集成到学习环境中，以检验以下假设，即通过提供有关展开协作过程的自动反馈可以改善CP的结果。因此，通过融合基本的实验研究，多传感器 - 媒体分析，计算建模和动态计算机干预，研究人员将尝试实现基础理论，方法论和技术进步。

项目成果

期刊论文数量（18）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Beyond Dyadic Coordination: Multimodal Behavioral Irregularity in Triads Predicts Facets of Collaborative Problem Solving

DOI：
10.1111/cogs.12787
发表时间：
2019-10-01
期刊：
COGNITIVE SCIENCE
影响因子：
2.5
作者：
Amon, Mary Jean;Vrzakova, Hana;D'Mello, Sidney K.
通讯作者：
D'Mello, Sidney K.

Modeling Team-level Multimodal Dynamics during Multiparty Collaboration

DOI：
10.1145/3340555.3353748
发表时间：
2019-01-01
期刊：
ICMI'19: PROCEEDINGS OF THE 2019 INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION
影响因子：
0
作者：
Eloy, Lucca;Stewart, Angela E. B.;D'Mello, Sidney K.
通讯作者：
D'Mello, Sidney K.

Generative Multimodal Models of Nonverbal Synchrony in Close Relationships

DOI：
10.1109/fg.2018.00037
发表时间：
2018-01-01
期刊：
PROCEEDINGS 2018 13TH IEEE INTERNATIONAL CONFERENCE ON AUTOMATIC FACE & GESTURE RECOGNITION (FG 2018)
影响因子：
0
作者：
Grafsgaard, Joseph F.;Duran, Nicholas D.;D'Mello, Sidney
通讯作者：
D'Mello, Sidney

Do Speech-Based Collaboration Analytics Generalize Across Task Contexts?

DOI：
10.1145/3506860.3506894
发表时间：
2022-03
期刊：
LAK22: 12th International Learning Analytics and Knowledge Conference
影响因子：
0
作者：
Samuel L. Pugh;A. Rao;Angela E. B. Stewart;S. D’Mello
通讯作者：
Samuel L. Pugh;A. Rao;Angela E. B. Stewart;S. D’Mello

Focused or stuck together: multimodal patterns reveal triads' performance in collaborative problem solving

集中还是粘在一起：多模式模式揭示了三人组在协作解决问题中的表现

DOI：
10.1145/3375462.3375467
发表时间：
2020
期刊：
Proceedings of the International Conference on Learning Analytics & Knowledge (LAK 2020
影响因子：
0
作者：
Vrzakova, Hana;Amon, Mary Jean;Stewart, Angela;Duran, Nicholas D.;D'Mello, Sidney K.
通讯作者：
D'Mello, Sidney K.