TY - JOUR
T1 - How social challenges affect children’s regulation and assignment quality in hypermedia
T2 - a process mining study
AU - Paans, Cindy
AU - Onan, Erdem
AU - Molenaar, Inge
AU - Verhoeven, Ludo
AU - Segers, Eliane
PY - 2019/8/1
Y1 - 2019/8/1
N2 - The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience high levels of social challenge in terms of the quality of their written assignment, as well as the frequency and sequential pattern of their cognitive, metacognitive, relational, and off-task activities during a collaborative hypermedia assignment. Sequential analyses were performed by means of process mining with a fuzzy miner algorithm. Results showed that assignment quality was higher for low social challenge dyads. In addition, these more successful dyads showed more cognitive processing activities, more high-cognition, and fewer off-task activities. In terms of their process models, low and high challenge dyads showed marked differences. More specifically, high social challenge dyads showed a vicious cycle of social challenges and off-task behaviors, whereas low social challenge dyads engaged in high-cognition. In addition, for low challenge dyads, but not high challenge dyads, the various metacognitive activities were closely connected to each other. These findings indicate that social challenges not only affect assignment quality, but also fundamentally affect the overall learning process.
AB - The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience high levels of social challenge in terms of the quality of their written assignment, as well as the frequency and sequential pattern of their cognitive, metacognitive, relational, and off-task activities during a collaborative hypermedia assignment. Sequential analyses were performed by means of process mining with a fuzzy miner algorithm. Results showed that assignment quality was higher for low social challenge dyads. In addition, these more successful dyads showed more cognitive processing activities, more high-cognition, and fewer off-task activities. In terms of their process models, low and high challenge dyads showed marked differences. More specifically, high social challenge dyads showed a vicious cycle of social challenges and off-task behaviors, whereas low social challenge dyads engaged in high-cognition. In addition, for low challenge dyads, but not high challenge dyads, the various metacognitive activities were closely connected to each other. These findings indicate that social challenges not only affect assignment quality, but also fundamentally affect the overall learning process.
KW - Collaborative learning
KW - Hypermedia
KW - Primary school
KW - Process mining
KW - SSRL
UR - http://www.scopus.com/inward/record.url?scp=85074615359&partnerID=8YFLogxK
U2 - 10.1007/s11409-019-09204-9
DO - 10.1007/s11409-019-09204-9
M3 - Article
AN - SCOPUS:85074615359
VL - 14
SP - 189
EP - 213
JO - Metacognition and learning
JF - Metacognition and learning
SN - 1556-1623
ER -