Exploring the interaction of cognition and emotion in small group collaborative discourse by Heuristic Mining Algorithm (HMA) and Inductive Miner Algorithm (IMA)

This study explored the interaction between cognition and emotion in blended collaborative learning. The participants ( n  = 30) of this study were undergraduate students enrolled in a 16-week course on information technology teaching. These students were divided into six groups of five people each....

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Bibliographic Details
Published in:Education and information technologies Vol. 28; no. 10; pp. 13153 - 13178
Main Authors: Xu, Wei, Lou, Ye-Feng, Chen, Hang, Shen, Zhi-Yi
Format: Journal Article
Language:English
Published: New York Springer US 01.10.2023
Springer
Springer Nature B.V
Subjects:
Algorithms
Blended Learning
Cognition & reasoning
Cognitive Development
Cognitive Processes
Collaborative learning
College Science
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Cooperative Learning
COVID-19
Curriculum Design
Discourse Analysis
Distance Education
Distance learning
Education
Educational Environment
Educational Technology
Electronic Learning
Goal Orientation
Group Dynamics
Heuristic
Heuristics
In Person Learning
Influence of Technology
Information Systems Applications (incl.Internet)
Information Technology
Interpersonal Relationship
Learning Motivation
Learning Processes
Learning Strategies
Learning Theories
Online Courses
Psychological Patterns
Reflection
Researchers
Scoring
Self Evaluation (Groups)
Self regulation
Small Group Instruction
Social & emotional learning
Undergraduate Students
User Interfaces and Human Computer Interaction
Process mining
Self-regulated learning
Distance education and online learning
Collaborative learning
ISSN:1360-2357, 1573-7608
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Summary:This study explored the interaction between cognition and emotion in blended collaborative learning. The participants ( n  = 30) of this study were undergraduate students enrolled in a 16-week course on information technology teaching. These students were divided into six groups of five people each. The behavior modes of the participants were analyzed using a heuristic mining algorithm and inductive miner algorithm. Compared with the groups with low task scores, the high-scoring groups exhibited more reflection phases and cycles in the interaction process and thus more frequent self-evaluation and regulation behavior for forethought and performance. Moreover, the frequency of emotion events unrelated with cognition was higher for the high-scoring groups than for the low-scoring groups. On the basis of the research results, this paper presents suggestions for developing online and offline blended courses.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-023-11722-8