Learning gains in Pyramid computer-supported collaboration scripts: factors and implications for design

Amarasinghe, Ishari; Hernández Leo, Davinia; Theophilou, Emily; Sánchez Reina, Jesús Roberto; Lobo Quintero, René Alejandro

doi:http://dx.doi.org/10.1007/978-3-030-85071-5_3

Learning gains in Pyramid computer-supported collaboration scripts: factors and implications for design

Citation

Amarasinghe I, Hernández-Leo D, Theophilou E, Sánchez Reina JR, Lobo Quintero RA. Learning gains in Pyramid computer-supported collaboration scripts: factors and implications for design. In: Hernández-Leo D, Hishiyama R, Zurita G, Weyers B, Nolte A, Ogata H, editors. Collaboration Technologies and Social Computing. Proceedings of the 27th International Conference, CollabTech 2021; 2021 Aug 31-Sep 3; Cham, Switzerland. Cham: Springer; 2021. p. 35-50. (LNCS; no. 12856). DOI: 10.1007/978-3-030-85071-5_3

Abstract

Computer-Supported Collaborative Learning (CSCL) scripts aim to structure the process of collaboration creating opportunities for productive social interaction and learning. Despite CSCL research has shown these benefits for some scripts in particular contexts, more evidence is needed about to what extent learning gains are actually achieved for more families of scripts and in different conditions of implementation. This paper studies how three CSCL scripts based on the Pyramid collaborative learning flow pattern facilitate students learning in online classes. Learning gains are measured in terms of precision and confusion assessment criteria. Students’ behaviour in the learning process, regarding agreement in the knowledge exchange, is also analysed in relation to the learning gains. Results bring out several factors, and implications for the design of fruitful Pyramid scripts implementation, that related to the pedagogical envelope, the type of tasks, pyramid design elements, the need for epistemic orchestration, and debriefing.