An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective

Collaborative problem solving (CPS) enables student groups to complete learning tasks, construct knowledge, and solve problems. Previous research has argued the importance of examining the complexity of CPS, including its multimodality, dynamics, and synergy from the complex adaptive systems perspec...

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Veröffentlicht in:	International journal of computer-supported collaborative learning Jg. 18; H. 1; S. 39 - 66
Hauptverfasser:	Ouyang, Fan, Xu, Weiqi, Cukurova, Mutlu
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	New York Springer US 01.03.2023 Springer Springer Nature B.V
Schlagworte:	Adaptive systems Algorithms Artificial Intelligence Cognitive Psychology Cognitive tasks Collaboration Complexity Computers and Education Concept mapping Cooperative Learning Education Educational Technology Empirical analysis Learning Analytics Learning and Instruction Machine learning Mathematical analysis Problem Solving Self organizing systems Systems Approach User Interfaces and Human Computer Interaction Collaborative pattern Learning analytics AI-driven learning analytics Complex adaptive systems theory Collaborative problem solving Computer-supported collaborative learning
ISSN:	1556-1607, 1556-1615
Online-Zugang:	Volltext
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