Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving

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dc.article.number100072
dc.contributor.authorRojas, Matias
dc.contributor.authorNussbaum, Miguel
dc.contributor.authorGuerrero, Orlando
dc.contributor.authorChiuminatto Munoz Pablo Andres
dc.contributor.authorGreiff, Samuel
dc.contributor.authorDel Rio, Rodrigo
dc.contributor.authorAlvares, Danilo
dc.date.accessioned2024-05-15T08:00:19Z
dc.date.available2024-05-15T08:00:19Z
dc.date.issued2022
dc.description.abstractThe research landscape displays increasing awareness of the important role of self-regulation and emotions in the process of acquiring Collaborative Problem-Solving skills (CPS), which are considered essential in almost all areas of life. However, there is still a dearth of research on developing CPS skills among elementary-school students. Our research therefore looks at how elementary school students' regulation skills and emotions are supported by a collaborative game using a collaboration script to scaffold group awareness. An intervention was carried out with a sample of 223 students aged between 10 and 13. The experimental group worked collaboratively in sub-groups, scaffolded by the game, while the control group attended regular lessons. The students' attitudes towards collaboration were evaluated before and after the intervention. In addition to this, a focus group was held a week after the intervention, which involved 32 students from both groups. The quantitative analysis revealed that attitudes towards collaboration improved significantly among students in the experimental group. This difference can be explained by a combination of the intervention, the students' initial attitudes, and their respective GPAs. The qualitative analysis provided evidence of the regulation processes and emotions that emerge when combining a collaboration script with group awareness tools during CPS activities. Furthermore, the results highlighted the relationship between these tools and positive emotions (i.e., satisfaction), co-regulation, and shared regulation. These findings suggest that there is a relationship between the co-regulation process required by the game and a shift in emotions from frustration to satisfaction. This work provides evidence of how scaffolding group awareness using a collaboration script supports regulation skills and emotions, thus promoting the development of Collaborative Problem-Solving skills.
dc.description.funderFondo Nacional de Desarrollo Cientifico y Tecnologico / Agencia Nacional de Investigacion y Desarrollo
dc.fechaingreso.objetodigital2024-09-27
dc.format.extent213 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1007/s11412-022-09362-0
dc.identifier.eisbn978-0-367-52006-9
dc.identifier.eissn1556-1615
dc.identifier.isbn978-1-032-19975-7
dc.identifier.isbn978-0-367-52004-5
dc.identifier.issn1556-1607
dc.identifier.scopusidSCOPUS_ID:85120326255
dc.identifier.urihttps://doi.org/10.1007/s11412-022-09362-0
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85627
dc.identifier.wosidWOS:000767921800001
dc.information.autorucEscuela de Ingeniería; Chiuminatto Munoz Pablo Andres; 0000-0001-7843-3402; 1005564
dc.issue.numero1
dc.language.isoen
dc.nota.accesocontenido parcial
dc.pagina.final168
dc.pagina.inicio135
dc.publisherTaylor and Francis
dc.relation.ispartofRevista Letral
dc.revistaRevista Letral
dc.rightsacceso restringido
dc.subjectCollaborative problem solving
dc.subjectCollaboration script
dc.subjectGroup awareness
dc.subjectSelf-Regulation
dc.subjectCo-regulation
dc.subjectShared-Regulation
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleIntegrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving
dc.typeartículo
dc.volumen17
sipa.codpersvinculados1005564
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;15-05-2024
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