作者：张思*,殷子涵,鹿爽,蔡志慧,李庆庆

出版刊物：Thinking Skills and Creativity

出版时间：2025年

内容摘要：

A growing amount of attention has been paid to collaborative learning in the field of education. Group members' collaborative knowledge construction plays an important role in successful collaborative learning. Evidence has proven the implicit character of learners' collaboration and the fact that tasks of diverse complexity can promote the development of learners' cognitive abilities in different aspects. 

So we investigated how learners' collaborative knowledge construction processes varied across tasks of diverse complexity levels, combining explicit behavior with implicit physiological indicators. This study used content analysis, hyperscanning technology based on electroencephalograms (EEG), and epistemic network analysis (ENA) to analyze the data of 28 triads who participated in two 30-minute online collaborative tasks. According to the frequency results, learners' asking questions and planning (TaskPlan) behaviors in collaborative design tasks are significantly higher than those in collaborative concept explanation tasks. The ENA results further demonstrate that, in comparison to collaborative concept explanation tasks, the connectivity coefficients between asking questions and mutual understanding, planning (SociPlan) and mutual understanding, alongside monitoring (SociMoni) and mutual understanding are all higher in collaborative design tasks. Additionally, EEG data show that learners had higher inter-brain synchronization in the collaborative design task compared to the collaborative concept explanation task. The comprehensive analysis of multiple data points to the fact that in collaborative concept explanation tasks, learners place greater emphasis on the comprehension and construction of concepts, while in collaborative design tasks, learners attach more importance to social interactions among team members which calls for more asking questions and planning behaviors. The research findings can help teachers understand the collaborative learning processes of diverse complexity tasks. They can also give learners more specialized guidance and support accordingly.

协作学习日益受到教育研究领域的关注。在协作学习中，成员间的知识共建过程对学习成效具有关键作用。研究已表明，学习者的协作过程具有内隐特征，且任务复杂度的差异能够从不同维度促进认知能力发展。为此，本研究融合外显行为与内隐生理指标，系统探究学习者在不同复杂度任务中的协作知识建构过程差异。

本研究采用内容分析、基于脑电图的高通脑扫描技术以及认知网络分析方法，对28个三人小组在两项在线协作任务中的数据进行分析。行为频率统计显示，学习者在协作设计任务中的提问与任务规划行为显著多于协作概念解释任务。认知网络分析进一步表明，相较于概念解释任务，设计任务中“提问与相互理解”“社会规划与相互理解”“社会监控与相互理解”三类节点间的联结强度更高。脑电图数据亦显示，协作设计任务中学习者表现出更强的脑间同步性。多模态数据综合分析指出：在概念解释类任务中，学习者更注重概念的理解与建构；而在设计类任务中，学习者更侧重于团队社会性互动，因而表现出更多提问与规划行为。本研究结果有助于教师深入理解不同复杂度协作任务的学习机制，从而为学习者提供更具针对性的过程指导与支持。