International Journal of Computer-Supported Collaborative Learning

This study investigates recursive cycles of knowledge building-modeling (KBM) supported by knowledge building analytics to foster reflection, model improvement, and systems thinking. A total of 43 grade 5 students in China constructed models of Earth Science systems that served as objects of inquiry in Knowledge Forum. Models were refined as students engaged in knowledge building discourse, using knowledge building analytics to visualize the interconnectedness of ideas and progressively enhance models that link Earth Science phenomena to sustainability. Successive model iterations showed increased modeling sophistication and progression of systems thinking from individual variables to cause–effect relationships, secondary effects, temporal accounts, and predictions of behaviors. Students also demonstrated significant gains in their domain knowledge of Earth Science. Qualitative analyses identified mediating processes and system-level dynamics: (1) idea generation and improvement through collaborative knowledge building discourse, (2) analytics used for meta-reflection and conceptual reorganization, and (3) model construction for system expansion and refinement. These findings illustrate how students appropriated KBM and analytics as epistemic frameworks to engage in recursive design and refinement for systems thinking and knowledge advances. The research demonstrates how computer-supported collaborative learning (CSCL) enriched with model-based inquiry and knowledge building analytics can foster students’ engagement with complex systems.

Teachers’ ability to assess pupils’ knowledge and skills is a crucial component of their daily responsibilities, as accurate diagnoses influence both the support provided to pupils and their learning outcomes. Traditionally, diagnosing pupils’ skills is an individual task, with little consideration given to the potential of collaborative diagnosis. However, collaboration may offer significant benefits, particularly when diagnosing cross-domain skills, such as scientific reasoning, where teachers from different subjects can contribute observations from different classroom situations and integrate their perspectives into a joint diagnosis. Drawing on parallels with the medical field, where collaborative diagnoses have already been shown to improve diagnostic accuracy, potential advantages may also occur in an educational context. Nonetheless, collaboration also comes with difficulties: Distributed information is seldom shared, and collaboration can be ineffective. Thus, using video-based simulations, this study investigates how collaboration, distribution of information, and collaboration support, by means of collaboration scripts, influence diagnostic accuracy – potentially via the application of collaborative diagnostic activities – consequently contributing to the development of diagnostic competences in pre-service teachers. The results indicate that pre-service teachers’ collaborative diagnostic accuracy does not per se exceed individual diagnostic accuracy, but that collaboration support can significantly enhance the added value of collaborative diagnosis. The reason for this seems to be increased information sharing. Thus, this study suggests that successful collaborative diagnoses require collaboration support and that collaboration scripts can help overcome the challenges of collaboration. Future research should explore collaborative diagnosis in different contexts and for other (cross-domain) skills.

In collaborative learning, regulation is crucial for meaningful and effective collective learning. As generative artificial intelligence (AI) becomes readily available to learners as an external, on-demand information resource, regulatory behavior dynamics may shift from information seeking toward evaluating, selecting, integrating, and coordinating externally generated content within group discourse. This study examined the learners’ behavioral dynamics in their cognitive, task, and emotional regulation and investigated the interplay of individual performance and behavior transition patterns against the backdrop of group achievement in an AI-supported collaborative learning environment. A total of 126 undergraduate and graduate students participated in a face-to-face learning task, with access to online AI tools at the learners’ discretion. Audio recordings were transcribed into 16,816 semantic units for content analysis. Using k-means clustering, the research identified four distinct learner types, namely evaluative, curious, expressive, and passive. Lag sequential analysis (LSA) results showed divergent behavioral patterns emerged between high- and low-performance groups and individuals. Group performance level did not warrant similar individual performance levels. The study highlights the complex interplay between individual and group behaviors and their impact on performance, in particular the behaviors of high-performance individuals in low-performing groups and vice versa. Notably, these patterns underscore how group outcomes can hinge on how contributions are regulated and coordinated, rather than on information availability alone. Collectively, the findings suggest that, in AI-supported collaboration, performance is associated with the learner’s capacity to critically appraise and purposely appropriate information among the group members and to align its use with task goals and social emotional coordination. This research offers insights for the facilitators on grouping strategies, differentiated scaffold design for learner types, and intervention considerations for low-performance groups and individuals. Limitations and future research directions are also discussed.

This paper explored the use of a teacher-facing analytics tool designed to support teacher facilitation of collective student inquiry. We studied a Grade 5 science teacher’s implementation of the tool to support students in developing their understanding of electricity. The tool dashboard visualizes the relationship between student discourse and the curriculum by distinguishing shared terms, student-only terms, and conceptual words from the curriculum in the form of visuals including word cloud and word network. Our data included lesson observations (video-recorded), student posts (notes) from an online forum, a science quiz, and interviews. We analyzed video data to understand the teacher’s discourse strategies supported by the tool and assessed students’ online discussions for (i) vocabulary growth in relation to curriculum keywords and (ii) the quality of idea complexity and scientific rigor over time. We also coded interview data to understand participants’ views and perceptions of collaborative learning when supported by the word cloud visualizations. Our findings showed that the teacher used the visualizations to identify emerging ideas aligned with the curriculum and to co-construct promising ideas with students to help advance their inquiry. Our analysis of student data showed that students constructively integrated curriculum keywords from the visualizations to expand idea connections using scientific terms over time. They also reported in interviews that the visualizations promoted their inquiry. The quiz results also showed a significant improvement in their understanding of the topic. We discuss the contributions and implications in relation to teacher-facing learning analytics designed to support collective student inquiry in knowledge building.

Opportunistic collaboration is an emerging and flexible form of collaboration centered on ideas and open interaction structures, increasingly adopted in collaborative learning contexts, especially in knowledge-building environments. Although prior studies have discussed its potential benefits and design strategies, little is known about how students actually engage in opportunistic collaboration in an authentic knowledge-building context. Adopting a process-oriented perspective, this study investigated how different students participate in opportunistic collaboration and how they experience this collaboration. The study was conducted in a graduate-level learning sciences course with 24 master’s students involved in a semester-long knowledge-building inquiry. Guided by distance-shortening strategies that reduced both physical and idea distance, the learning environment supported students’ movement and adaptive collaboration. Using an explanatory mixed-methods design, quantitative data included classroom movement frequency, interaction behaviors, and 314 online notes analyzed through two-step cluster analysis, correlation analysis, and content analysis. Qualitative data were collected through semistructured interviews and analyzed using thematic analysis. The results identified two distinct participation patterns. One group of students demonstrated higher engagement with frequent movement and deeper idea development, while the other showed lower engagement with limited movement and more surface-level idea contributions. These patterns were further interpreted as two qualitatively different modes of participation: a cognitively driven mode and a contextually driven mode. The findings reveal that opportunistic collaboration unfolds as a differentiated process shaped by students’ epistemic orientations, motivations, and prior learning habits. This study provides a process-oriented insight into the nature of opportunistic collaboration and offers implications for designing pedagogical strategies in knowledge-building environments.

Recent disruptions have prompted scholarly inquiry into whether research on knowledge building (KB) represents transient disturbances or durable transformation at the disciplinary level. This study offers a phase-specific synthesis of KB research from 2014 to 2025, divided into three periods: a pre-pandemic baseline (2014–2019), a pandemic-induced adaptation phase (2020–2022), and a post-2023 era marked by integration of generative artificial intelligence (GenAI) and learning analytics. Employing Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA)-guided retrieval and explicit KB inclusion criteria, 306 KB-core journal articles indexed in the Social Sciences Citation Index (SSCI) were analyzed through science-mapping and systematic coding of research designs, contexts, and platforms. Findings reveal structural shifts in publication volume around 2020 and 2023, followed by sustained post-2023 acceleration. Considering publication lag, this period is interpreted as temporally buffered, with trends treated as early signals rather than definitive outcomes. Core KB constructs remain stable across phases, indicating continuity at the level of epistemic mechanisms. Post-2023 developments show selective integration of learning analytics and GenAI into the KB framework, rather than replacement of established constructs, with explicit AI integration showing a regionally concentrated early adoption pattern in East Asia. Collaboration networks expand with increased connectivity and decreased assortativity, suggesting growth with coherence. Collectively, these findings indicate that recent changes do not constitute a paradigmatic shift but reflect constraint-driven reorganization under enduring epistemic commitments. This reorganization entails selective integration of emerging technologies with knowledge-building principles while raising tensions related to transparency, interpretability, and epistemic agency. This study contributes a field-level framework for distinguishing technological perturbations from enduring epistemic structures, highlighting the need for transparency and governance to support cumulative inquiry in AI-mediated computer-supported collaborative learning (CSCL).

Social annotation (SA) tools in computer-supported collaborative learning (CSCL) environments facilitate collective knowledge construction by supporting students externalize and share evolving understandings. In this study, we extend SA to an immersive astronomy simulation, where annotations took the form of visual highlights on celestial objects and constellations rather than written comments. While research has predominantly focused on the quantity and quality of initial annotations, less attention has been paid to how students actively engage with and build upon peer annotations over time. This study examines the concept of re-annotation, the act of revisiting and engaging with existing annotations, as a key mechanism for transitioning from individual visual annotations to shared knowledge artifacts. Employing temporal and epistemic network analysis, the study explores differences in annotation behaviors between high- and low-learning groups and investigates how these behaviors intersect with verbal discourse to facilitate collaborative knowledge construction. Findings reveal that high-learning groups exhibit more immediate and responsive re-annotation behaviors, significantly reducing “attention distance,” thereby enhancing joint attention, mutual awareness, and iterative validation of shared ideas. In contrast, low-learning groups display delayed and fragmented engagement, undermining cohesive collaboration. These insights emphasize the necessity of timely and active peer engagement with annotations and suggest practical implications for designing SA tools and instructional strategies that actively foster re-annotation practices, ensuring annotations become dynamic resources for deeper collaborative learning.

While collaborative writing (CW) has garnered attention in second language (L2) pedagogy, prior research has not fully examined whether and how text revisions are made as immediate, direct outcomes of synchronous peer interaction. This gap is particularly salient in online environments where tools such as Zoom and Google Docs facilitate real-time co-authorship. To address this, the present study investigated the foci of peer interaction, the types and frequency of revisions and their interrelationships during online CW tasks. Data were collected from 13 international students at a New Zealand university, who worked on two multi-session tasks over 9 weeks. All peer interactions and subsequent revisions were captured in real-time during scheduled online CW sessions. The integrated analysis of time-stamped Zoom transcripts and Google Docs version histories revealed that students discussed extensively in both text- and collaboration-related talk, with a predominant focus on global issues over local concerns in both interaction and revisions. Significant positive correlations were identified between the focus of peer interaction and the type of subsequent revisions, demonstrating a strong, immediate link. By temporally aligning interaction with text revisions, this study elucidates the real-time collaboration through which peer discussion directly mediates meaning-making and text revisions. The findings provide a process-oriented account of how L2 CW is accomplished in synchronous online environments, demonstrating how the analysis of temporally linked revision data can serve as a window into the processes of collaborative writing.

Online peer feedback is an influential form of collaborative learning across the curriculum in higher education. However, many factors affect the quality of peer comments and the effectiveness of this computer-supported collaborative learning approach. Here, we examine two forms of co-regulation. In particular, in the context of an English as a Foreign Language (EFL) translation course, we compared sampled teacher monitoring (teachers periodically monitoring and giving students guidance) and systematic peer back-evaluation (structured evaluation by peers of received comments). Condition differences were measured in terms of cognitive feedback features (identification, explanation, solution, suggestion, and hedges), affective feedback features (general, detailed, and mitigating praise), and feedback length. We also examined differences in the peers’ academic achievement at the end of the course. Systematic peer regulation was associated with more frequent inclusion of important cognitive features in peer comments (more explanations, more solutions and general suggestions) and differences in ways of praising their peers (more general praise but less detailed praise). Students in the systematic peer back-evaluation condition also had stronger performance in later assignments. Pragmatically, instructors are encouraged to use peer-regulation mechanisms that can be conveniently used within a number of online peer feedback systems.

This study investigated the impact of a scripted intervention aimed at externalizing four key regulation strategies—orientation, planning, monitoring, and evaluation—on regulation-related interactions and text quality during source-based writing in small university student groups. A total of 76 social sciences students, organized into 20 groups, completed 2 writing tasks: (1) writing a conclusion from a single source and (2) composing a synthesis text from multiple sources. In the first task, ten randomly selected groups received a script prompting discussion of the four regulation strategies, while the other ten did not. In the second task, the groups that received the script in the first task did not receive a script and vice versa. Analyses focused on the quantity and quality of regulation-related interactions and quality of the resulting texts. Results revealed that scripted groups engaged in significantly more orientation, planning, and evaluation interactions, with particularly high quality in orientation and evaluation during the first task. Monitoring was frequent and high quality across all groups, with no script-related differences. No significant effect of scripting was found on overall text quality. The findings highlight the script’s value in promoting regulation-related interactions, while also suggesting the need for improved scaffolding, particularly through more structured prompts for planning and monitoring. These findings contribute to the design of effective collaborative writing instruction.

Traditional 2D eye tracking lacks the spatial precision to effectively track visual search behavior on three-dimensional virtual objects. This study employs 3D eye tracking technology to investigate how prior knowledge influences visual search patterns and learning outcomes in immersive virtual reality (IVR)-supported collaborative learning environments. A total of 72 university learners participated in a collaborative IVR physics experiment. Participants were categorized by prior knowledge level into three groups: high prior knowledge homogeneous group (HG), low prior knowledge homogeneous group (LG), and heterogeneous groups (consisting of HHG: heterogeneous high prior knowledge and HLG: heterogeneous low prior knowledge learners). Head-mounted eye-tracking devices recorded participants' visual search behavior during the task. Results indicate that prior knowledge determines distinct visual search patterns despite consistent virtual space and collaborative task constraints. The LG fell into a redundancy trap characterized by high-frequency but redundant shared gaze, which failed to facilitate operational synergy due to collective uncertainty. Conversely, the HG exhibited an economical and stable pattern driven by knowledge symmetry. In heterogeneous groups, substantial visual search convergence emerged as partners aligned their visual strategies, though this revealed an asymmetrical investment. Whereas HHG members reported the lowest cognitive load of all groups, HLG members sustained significantly higher load and reported the least collaborative experience to maintain behavioral alignment. Correlation analysis revealed that saccade count, reflecting active information searching, correlates with knowledge gain, while total fixation duration is positively associated with cognitive load and negatively associated with collaborative experience, serving as a specific indicator of cognitive friction. These findings offer practical insights for designing peer interaction and task support in immersive educational settings.

Collective emotions are macro-level phenomena arising from the emotional interactions among individuals in shared situations, which dynamically evolve through the process of interpersonal interaction. Although collective emotions are closely related to group learning performance and collaboration outcomes in computer-supported collaborative learning (CSCL), existing research often neglects the emotional states of nonspeakers and has insufficiently explored the interpersonal emotional interaction patterns among learners. In addition, the distinctive features of interpersonal interactions are rarely considered in the analysis of collective emotions’ evolution. The rapid advancement of AI technology enables more detailed and cost-effective emotion capture. This study uses AI to simultaneously capture the speakers’ verbal expression of emotions and the nonspeakers’ facial expression of emotions in a CSCL context. Using epistemic network analysis (ENA) and lag sequential analysis (LSA), this study systematically compares the interpersonal interaction patterns and temporal evolution of collective emotions between high- and low-performance groups. The results reveal significant differences between the groups: in terms of interpersonal interactions, the high-performance group typically exhibits neutral or cognitively engaged facial expressions from nonspeakers when the speaker expresses a positive viewpoint, whereas the low-performance group shows more confusion and negative emotions from the speaker, with nonspeakers frequently responding with affiliative smiles. In terms of temporal evolution, the high-performance group demonstrates a productive emotional transition path, while the low-performance group shows a negative emotional trajectory and a vicious cycle of negative emotions. This study fills a gap in the CSCL field regarding the interpersonal mechanisms of collective emotions and provides empirical evidence for precise teaching interventions and instructional design.

Collaborative problem solving (CPS) and mathematical reasoning are both crucial twenty-first-century competencies. Research suggests that aspects of CPS can benefit mathematics learning. At the same time, particularly in disciplinary settings, successful CPS may require facilitator support alongside students’ social and cognitive skills. This sequential explanatory mixed-methods study investigates the impacts of human facilitation on supporting CPS during online small-team collaboration in mathematics. Using learning analytics techniques such as epistemic network analysis and sequential pattern mining, we analyzed and compared chat logs from human facilitated and unfacilitated teams in high school classrooms. This quantitative analysis identified frequent sequences of facilitator moves and CPS behaviors, as well as sequences of CPS behaviors distinguishing human facilitated and unfacilitated chats. We then analyzed chat episodes featuring these sequences for the role of facilitation in mathematical problem-solving processes. Results indicated that human facilitation effectively promoted constructive behaviors such as multiple turns of social negotiation, while reducing inappropriate communication. Different facilitation strategies, such as soliciting disagreement or negotiation, elicited targeted CPS behaviors and promoted mathematical reasoning and explanation, likely contributing to improvements in team performance. Findings have practical implications for facilitating CPS in CSCL mathematics settings.