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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| Vydané v: | Education and information technologies Ročník 28; číslo 10; s. 13153 - 13178 |
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| Hlavní autori: | , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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New York
Springer US
01.10.2023
Springer Springer Nature B.V |
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| ISSN: | 1360-2357, 1573-7608 |
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| Abstract | 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. |
|---|---|
| AbstractList | 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. 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. 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.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. This study explored the interaction between cognition and emotion in blended collaborative learning. The participants ( = 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. |
| Audience | Higher Education Postsecondary Education |
| Author | Chen, Hang Lou, Ye-Feng Xu, Wei Shen, Zhi-Yi |
| Author_xml | – sequence: 1 givenname: Wei orcidid: 0000-0002-9042-213X surname: Xu fullname: Xu, Wei email: 499758711@qq.com organization: College of Educational Science and Technology, Zhejiang University of Technology – sequence: 2 givenname: Ye-Feng surname: Lou fullname: Lou, Ye-Feng organization: College of Educational Science and Technology, Zhejiang University of Technology – sequence: 3 givenname: Hang surname: Chen fullname: Chen, Hang organization: Hangzhou Caihe Second Primary School Education Group – sequence: 4 givenname: Zhi-Yi surname: Shen fullname: Shen, Zhi-Yi organization: College of Educational Science and Technology, Zhejiang University of Technology |
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| CitedBy_id | crossref_primary_10_1016_j_compedu_2025_105395 crossref_primary_10_1080_10494820_2024_2442706 crossref_primary_10_3389_feduc_2025_1543761 crossref_primary_10_1007_s10639_024_13130_y crossref_primary_10_1007_s42044_024_00186_9 |
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| Keywords | Process mining Self-regulated learning Distance education and online learning Collaborative learning |
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= 30) of this study were... This study explored the interaction between cognition and emotion in blended collaborative learning. The participants (n = 30) of this study were undergraduate... This study explored the interaction between cognition and emotion in blended collaborative learning. The participants ( = 30) of this study were undergraduate... This study explored the interaction between cognition and emotion in blended collaborative learning. The participants (n = 30) of this study were undergraduate... |
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| Title | Exploring the interaction of cognition and emotion in small group collaborative discourse by Heuristic Mining Algorithm (HMA) and Inductive Miner Algorithm (IMA) |
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