作者：张思*,殷子涵

出版刊物：Thinking Skills and Creativity

出版时间：2025年

内容摘要：

Collaborative learning is important for assisting students in knowledge understanding and knowledge co-construction. Many studies use concept maps, a visualized tool, to aid in this process. It is crucial to look into the ways that groups of three or more people construct knowledge and to combine implicit physiological data with explicit data. In this study, we combined content analysis, ordered network analysis (ONA), and hyperscanning technology based on electroencephalograms (EEG) to analyze the data of 28 triads of high- and low- achievement groups that participated in collaborative concept mapping tasks. The frequency statistics showed that the low-achievement groups have significantly higher monitoring and adapting behavior frequencies at the individual level in the regulation dimension than the high- achievement groups. The ONA results further illustrated the sequence of knowledge transfer based on the frequency analysis. The cognitive patterns of high-achievement groups showed a cycle that began at the group level of cognition, moved to the peer level of cognition, then to the group level of regulation, and ultimately returned to the group level of cognition. The low- achievement groups' cognitive patterns also exhibited directionality, moving from the group level of regulation to the individual level of cognition and to the group level of cognition. From the implicit perspective, the theta band and temporal-parietal regions showed greater inter-brain synchrony in the high-achievement groups. Low-achievement groups, on the other hand, had comparatively lower synchrony. Their consensus was only superficial and concentrated on ensuring that everyone participated through regulation and thought integration to finish the task. Our study's findings can help teachers and instructional designers develop tailored interventions based on differences in learners' cognitive patterns during collaborative concept mapping tasks.

协作学习对于帮助学生理解知识与共建知识具有重要作用。当前研究多借助概念图这一可视化工具支持该过程。探究三人及以上小组的知识建构方式，并将内隐生理数据与外显行为数据相结合具有重要意义。本研究综合运用内容分析、有序网络分析以及基于脑电的超扫描技术，对参与协作概念图任务的28个高成就与低成就三人小组进行多维度分析。频率统计结果显示，低成就组在调节维度上的个体层面监控与适应行为频率显著高于高成就组。有序网络分析在频率分析基础上进一步揭示了知识传递的序列特征：高成就组呈现从“小组认知”到“同伴认知”，经“小组调节”最终回归“小组认知”的循环模式；低成就组则表现出从“小组调节”到“个体认知”，再至“小组认知”的定向路径。从内隐生理视角看，高成就组在theta频段及颞顶区表现出更强的脑间同步性，而低成就组的同步水平相对较低，其共识形成仅停留在表层，更多依赖于通过调节与思维整合确保全员参与以完成任务。本研究结果可为教师和教学设计者针对协作概念图任务中学习者认知模式的差异，开发针对性干预策略提供实证依据。