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Effects of debriefing in computer-supported collaborative learning pyramid scripts with open-ended task

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dc.contributor.author Odakura, Valguima
dc.contributor.author Amarasinghe, Ishari
dc.contributor.author Hernández Leo, Davinia
dc.contributor.author Sánchez Reina, Jesús Roberto
dc.contributor.author Theophilou, Emily
dc.contributor.author Lobo Quintero, René
dc.date.accessioned 2022-11-16T07:35:32Z
dc.date.available 2022-11-16T07:35:32Z
dc.date.issued 2022
dc.identifier.citation Odakura V, Amarasinghe I, Hernández-Leo D, Sánchez Reina JR, Theophilou E, Lobo Quintero RA. Effects of debriefing in computer-supported collaborative learning pyramid scripts with open-ended task. In: Wong LH, Hayashi Y, Collazos CA, Alvarez C, Zurita G, Baloian N, (Eds.). Collaboration Technologies and Social Computing, 28th International Conference, CollabTech 2022 proceedings; 2022 Nov 8-11; Santiago, Chile. Charm: Springer; 2022. p. 218-30. (LNCS; no.13632). DOI: 10.1007/978-3-031-20218-6_2
dc.identifier.uri http://hdl.handle.net/10230/54881
dc.description Comunicació presentada a: 28th International Conference, CollabTech 2022, celebrat del 8 a 11 de novembre a Santiago de Xile, Xile
dc.description.abstract In this study we investigate the benefits that debriefing can add to collaborative Pyramid script with open-ended tasks. The openended task allows students to produce multiple possible solutions to a given problem and requires learners to express personal opinions based on previous experiences and intuitions. In this sense, misconceptions and gaps can appear in the collaboration process, demanding a teacher intervention. Debriefing, as part of teacher orchestration tasks, enables teachers to facilitate students’ reflection about the learning experience, correcting mistakes and filling gaps. Qualitative analysis of students’ answers through concepts and their relations was developed. The examination of concepts and relations supported the benefits of the Pyramid script with open-ended tasks and debriefing to learning. The results of the study indicate that students increased the concepts mentioned and built more relations between concepts after debriefinLg.
dc.description.sponsorship This work has been partially supported by the grants PID2020-112584RB-C33, MDM-2015-0502 funded by MICIN/AEI/10.13039/501100011033 and the Volkswagen Stiftung (Courage, ref. 95 566). D. Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Springer
dc.relation.ispartof Wong LH, Hayashi Y, Collazos CA, Alvarez C, Zurita G, Baloian N, (Eds.). Collaboration Technologies and Social Computing, 28th International Conference, CollabTech 2022 proceedings; 2022 Nov 8-11; Santiago, Chile. Charm: Springer; 2022. p. 218-30. (LNCS; no.13632).
dc.rights © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 L.-H. Wong et al. (Eds.): CollabTech 2022, LNCS 13632, pp. 1–15, 2022. https://doi.org/10.1007/978-3-031-20218-6_2
dc.title Effects of debriefing in computer-supported collaborative learning pyramid scripts with open-ended task
dc.type info:eu-repo/semantics/conferenceObject
dc.identifier.doi https://doi.org/10.1007/978-3-031-20218-6_2
dc.subject.keyword Computer-supported collaborative learning
dc.subject.keyword Scripts
dc.subject.keyword Pyramid script
dc.subject.keyword Open-ended task
dc.subject.keyword Debriefing
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion

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