作者：张思，殷子涵

出版刊物：Thinking Skills and Creativity

出版时间：2026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和共同建构知识具有重要意义。许多研究采用概念图这一可视化工具来辅助这一过程。深入探究三人及以上小组建构知识的方式，并将内隐生理数据与外显数据相结合，至关重要。本研究结合内容分析、有序网络分析（ONA）以及基于脑电图（EEG）的超扫描技术，分析了参与协作概念图任务的28个三人小组（高成就组与低成就组）的数据。频率统计表明，在调节维度上，低成就组在个体层面的监控与适应行为频率显著高于高成就组。ONA结果基于频率分析进一步揭示了知识传递的序列。高成就组的认知模式呈现出一个循环：始于群体层面的认知，转向同伴层面的认知，再到群体层面的调节，最终回到群体层面的认知。低成就组的认知模式同样表现出方向性，从群体层面的调节转向个体层面的认知，再到群体层面的认知。从内隐视角来看，高成就组在theta频段及颞顶区域表现出更强的脑间同步。相比之下，低成就组的同步性相对较低。其共识仅是表面性的，集中于通过调节和思维整合来确保人人参与以完成任务。本研究发现有助于教师和教学设计者根据学习者在协作概念图任务中认知模式的差异，制定有针对性的干预措施。