作者：刘清堂,常瑀倍*,李小娟,郑欣欣

出版刊物：Journal of Computer Assisted Learning

出版时间：2025年

内容摘要：

Background: Roles are the socio- cognitive interaction patterns in social learning. Analyzing emergent roles provides insights into how students naturally participate and contribute knowledge in productive collaborative argumentation- based learning (CABLE). However, previous studies lack a comprehensive and in- depth understanding of the emergent roles in CABLE. In addition, the relationship between the emergent roles and the CABLE performance of groups and individuals needs to be further explored.

Objectives: This study aims to identify emergent roles in CABLE and explore the relationship between the dynamic fluctuation of emergent roles and learning performance from both individual and group perspectives.

Methods: To fill this gap, a collaborative argumentation discussion activity was conducted among 33 undergraduate students. The study analyzed the fine- grained collaborative discourse moves based on the community of inquiry (CoI) framework. Then, the study identified emergent roles and quantified the dynamic fluctuation of emergent roles through sequence clustering and entropy analysis. Finally, the relationship between the emergent roles and the CABLE performance of groups and individuals was explored.

Results and Conclusions: The findings revealed that students emerged as Discussion facilitators, Viewpoint contributors, and Knowledge integrators during CABLE. Students with high argumentation skills had significantly higher role entropy values than students with low argumentation skills, and they flexibly regulated and transitioned their emergent roles. Furthermore, the higher the dynamic fluctuation of group emergent roles, the better the group learning performance tended to be. Based on the findings, the study proposed implications for instructional design and future research directions to optimize students' CABLE.

背景：角色是社会性学习中的社会认知互动模式。分析协作论证式学习中学生自然形成的生成性角色，有助于理解学生如何在高效协作中参与并贡献知识。然而，现有研究对CABLE中生成性角色的认识尚不全面深入，且生成性角色与小组及个体学习成效的关系仍需进一步探究。

目标：本研究旨在识别CABLE中的生成性角色，并从个体与小组双重视角探究生成性角色的动态波动与学习成效之间的关系。

方法：研究通过对33名本科生开展协作论证讨论活动，基于探究社区理论框架对细粒度协作话语行为进行分析，进而通过序列聚类与熵分析方法识别生成性角色并量化其动态波动特征，最终探究生成性角色与个体及小组学习成效的关联。

结果与结论：研究发现学生在CABLE中主要呈现为讨论促进者、观点贡献者和知识整合者三类生成性角色。高论证能力学生的角色熵值显著高于低论证能力学生，表现出更灵活的角色调节与转换能力；同时，小组生成性角色的动态波动程度越高，其整体学习成效往往越好。基于上述发现，本研究为优化学生协作论证式学习的教学设计提出了具体建议，并指明了未来研究方向。