协作问题解决中基于多模态视角的协作角色研究  

Research on Collaborative Roles in Collaborative Problem Solving Based on Multimodal Perspective

作　　者：朱晓悦 国艺璇 曹梅[1] Zhu Xiaoyue;Guo Yixuan;Cao Mei(School of Education Science,Nanjing Normal University,Nanjing,Jiangsu,China 210097)

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《数字教育》2023年第4期45-52,共8页Digital Education

基　　金：国家社会科学基金教育学一般项目“面向课堂深度合作学习的交互会话改进策略研究”(BCA170083);江苏省研究生科研与实践创新计划项目“协作问题解决过程中的学习者多模态特征研究”(KYCX22_1434)。

摘　　要：协作角色包含宏观和微观两种层次,对协作学习活动至关重要。近年来,随着智能技术与教育研究融合趋势的不断加深,多模态学习分析进入协作学习研究的视野,为洞悉协作角色的特征提供了更为细致、全面的证据支持。本研究使用脑电、心电、言语行为及问卷数据,揭示了组长、记录员和组员这些宏观角色之下的微观角色特征和角色序列转换模式,以及不同宏观角色的认知与情绪特征。研究发现,问题解决进程的推进有赖于认知类角色间“疑问-回应”的多频互动和社交类角色的社交调节作用;组长的微观角色兼具“认知-社交”属性,认知负荷最小;记录员的微观角色则主要聚焦于认知属性,脑电专注度最高;组员的角色参与度最低,存在“高心理努力+弱社交+低情绪”的特征。Collaborative roles contain both macro and micro levels,which are crucial to collaborative learning activities.In recent years,with the deepening trend of integration of intelligent technology and educational research,multimodal learning analysis has entered the vision of collaborative learning research,providing more detailed and comprehensive evidence to support insight into the characteristics of collaborative roles.This study uses EEG,ECG,verbal behavior and questionnaire data to reveal micro-role characteristics and role sequence transition patterns under the macro-roles of group leader,recorder and group member,as well as cognitive and emotional characteristics of different macro-roles.It is found that the problem solving process depends on the multi-frequency interaction of“question-response”among the cognitive roles and the social regulation of the social roles;the microrole of the group leader has both“cognitive-social”attributes and minimal cognitive load;the micro-role of the recorder is mainly focused on cognitive attributes.The micro-role of the group leader has both“cognitive-social”attributes and the lowest cognitive load;the micro-role of the recorder focuses mainly on cognitive attributes and has the highest EEG concentration;the role of the group member has the lowest involvement and is characterized by“high mental effort+weak socialization+low emotion”.

关 键 词：协作学习 协作角色 协作问题解决 多模态学习分析 

分 类 号：G4[文化科学—教育学]