Debriefing is an integral part of orchestration and provides a space for teachers to
review the learning experience. Although this concept is not new, little is known about how
debriefing is conducted in scripted computer-supported collaborative learning situations, and
its effects on students’ learning gains. Moreover, there is a lack of studies providing evidence
of how learning analytics can be effectively utilised to support teacher-led debriefing. The
objective of this study is twofold: ...
Debriefing is an integral part of orchestration and provides a space for teachers to
review the learning experience. Although this concept is not new, little is known about how
debriefing is conducted in scripted computer-supported collaborative learning situations, and
its effects on students’ learning gains. Moreover, there is a lack of studies providing evidence
of how learning analytics can be effectively utilised to support teacher-led debriefing. The
objective of this study is twofold: Firstly, it studies how debriefing impacts students’ learning
gains in Pyramid pattern-based learning situations. Secondly, it explores the types of learning
analytics indicators that can support debriefing. Results indicated that debriefing can contribute
to improve students’ learning gains, however, it does not always lead to the optimal outcomes
and the type of task can have a major influence. Mechanisms such as semantic similarity score,
knowledge graph visualisations and flag features are scrutinized as options to support
debriefing.
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