Are We Together or Not? The Temporal Interplay of Monitoring, Physiological Arousal and Physiological Synchrony during a Collaborative Exam

Autor/inn/en	Malmberg, Jonna; Haataja, Eetu; Seppänen, Tapio; Järvelä, Sanna
Titel	Are We Together or Not? The Temporal Interplay of Monitoring, Physiological Arousal and Physiological Synchrony during a Collaborative Exam
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 14 (2019) 4, S.467-490 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malmberg, Jonna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-019-09311-4
Schlagwörter	Computer Assisted Instruction; Cooperative Learning; Science Tests; Group Testing; Metacognition; Physiology; Arousal Patterns; Group Dynamics; Student Evaluation; High School Students; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Gruppentest; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Physiologie; Gruppendynamik; Schulnote; Studentische Bewertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Finnland
Abstract	The coordination of cognitive and non-cognitive interactive processes contributes to successful collaboration in groups, but it is hard to evidence in computer-supported collaborative learning (CSCL). Monitoring is a metacognitive process that can be an indicator of a student's ability to recognize success or failure in collaboration. This study focuses on how monitoring occurs in CSCL during a collaborative exam situation by examining how individual student contributions to monitoring processes are related to physiological synchrony and physiological arousal in groups. The participants were organized in four groups of three members each, and they wore sensors that measured their physiological activity. The data consist of video recordings from collaborative exam sessions lasting 90 minutes and physiological data captured from each student with Empatica 4.0 sensors. The video data were analyzed using qualitative content analysis to identify monitoring events. Students' physiological arousal was determined through peak detection, and physiological concordance was used as an index for the students' physiological synchrony. The individual and group level analysis investigated arousal and physiological synchrony in concordance with monitoring during the collaborative exam. The results showed that, in each group, each student contributed to joint monitoring. In addition, the monitoring activities exhibited a significant correlation with the arousal, indicating that monitoring events are reflected in physiological arousal. Physiological synchrony occurred within two groups, which experienced difficulties during the collaborative exam, whereas the two groups who had no physiological synchrony did not experience difficulties. It is concluded that physiological synchrony may be a new indicator for recognizing meaningful events in CSCL (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01