Group Awareness Information Feedback Design For Collaborative Learning Interaction

In collaborative learning,the interaction between learners is the key factor to promote the internal cognitive processing of individuals and the creation of group knowledge.New knowledge is continuously generated and developed in the process of learners’ interaction.However,in the actual collaborative learning situation,students will have problems of poor interaction due to the unequal information they have with each other.For example,some students are less willing to share ideas or knowledge,while some students want to maintain a stable social relationship with each other.Intentionally or unintentionally ignoring each other’s cognitive differences.This makes it difficult for learners to perceive the real cognitive status of their peers,which leads to in-depth interaction and is not conducive to efficient collaborative learning.Therefore,this study takes "perception" as a breakthrough to provide learners with group perception information feedback to enhance the balance of cognitive information among learners to promote collaborative learning interaction.Current studies have proved that group awareness information feedback can improve the communication and collaboration of collaborative learners,and has a positive impact on learning performance.It can be seen that group-aware feedback is feasible in promoting collaborative learning interaction.However,some studies have given some contradictory results.The reason is that the information types or system tools in the existing group awareness research are different,and there is a lack of a systematic group awareness information feedback design framework.Based on the above background,this study designs group awareness information feedback within and between groups for the interaction process of collaborative learning,explores its design basis,and further analyzes its specific impact on interaction.There are three questions in this research:1.In collaborative learning,what are the design principles and strategies for group awareness information feedback with the goal of promoting collaborative learning interactions?2.According to the above principles and strategies,what group awareness information feedback can be carried out for collaborative learning interaction?3.How does the group awareness information feedback designed following the above principles and strategies affect collaborative learning interactions?This study adopts a design-based research method,firstly constructing an initial design framework for group awareness information feedback for collaborative learning interaction,and then taking 59 educational technology students from a university in East China as the research object,relying on the course "Educational Technology Research Methods",conducted a nine-week practice iteration with a total of 18 class hours,condensed the principles and strategies of group awareness information feedback,and finally summarized the designed group awareness information feedback based on the interactive data,classroom observations and learner interviews during the iteration process.The impact of collaborative learning interactions.In the initial frame construction stage of group awareness information feedback,the design elements of group awareness information feedback are first condensed according to the realization process,design perspective and design problems of group awareness information feedback proposed by researchers in the field of group perception.Then combined with the design requirements and empirical evidence of group awareness information feedback,the corresponding design principles and strategies are put forward.Finally,the design elements,principles and strategies are integrated to construct the initial design framework of group awareness information feedback.In the implementation iteration stage,the group awareness information feedback framework is applied to practice teaching for iteration.Each round of iteration includes three parts: design and implementation,analysis and evaluation,and reflection: during the implementation process,the interaction data of learners in collaborative learning is collected,and the external interaction behavior and internal interaction structure of learners at the group level are analyzed.,analyze the discourse discussion range and cognitive complexity of learners at the class level,and analyze the staged knowledge products of each round as the result of interaction.At the same time,classroom observations and learner interviews are used to find out the problems that learners have when using group awareness information feedback,optimize the deficiencies in the design according to the problems found in each round,and improve the corresponding design principles and strategies.In the stage of testing the influence of group awareness information feedback,the changes in each dimension of interaction of learners in each round of iteration were compared and analyzed,the overall effect of group awareness information feedback was evaluated,and then the learners’ use of group awareness information feedback was evaluated.It analyzes the content of the dialogue at the time,and discusses the specific impact of the group awareness information feedback.This study draws the following conclusions:First,the group-aware information feedback that promotes collaborative learning interaction includes three stages: information collection,information processing and information presentation.The design principle corresponding to the information collection stage is: use a low-load collection method to obtain information that is actually relevant to the learning objectives.The design principle corresponding to the information processing stage is to present group perception information in an understandable way and to highlight cognitive differences.The corresponding design principle in the information presentation stage is to present the group perception information to the learners at an appropriate time and carrier,so as to facilitate their use in the collaborative learning process.Second,the design elements of the information collection stage are information content,collection means and information integrity.At the group level,opinions and prior knowledge about the group are the most valuable types of group-aware information;at the class group level,other groups’ recommendations to the group are the type of group-aware information that are most useful to the group.The design elements of the information processing stage are the processing method,the medium form,and the information update frequency.Group awareness information feedback not only needs to enable learners to identify the cognitive differences between themselves and their peers,but also provides directional guidance or affirmation for learners.The design elements of the information presentation stage are presentation carrier and presentation time.The best solution is to integrate sensory information into the learner’s work interface or collaborative learning activities,so that group sensory feedback can play its role.Third,for group awareness information feedback within a group,because it highlights the differences between learners and between learners and target levels,its impact on interaction is as follows: driving learners’ own behavior changes,and solving Cognitive differences or cognitive conflicts lead to more questioning and explanation behaviors,which to a certain extent enhances the closeness and balance of learner interaction;Allow learners to discover valuable discussion directions or minority viewpoints that positively influence group decisionmaking and social justice.For the group awareness information feedback between groups,because it provides external suggestions closely related to the knowledge products of the learning group,its impact on the interaction is: guide learners to conduct deeper discussions on their own knowledge products;when the group between groups When sensory feedback is integrated with collaborative learning activities,groups generate more ideas and the scope of discourse discussion increases.