A Study on the Mechanism of the Influence of Equal Participation in Collaborative Problem Solving on College Students'Cognitive Engagement
Collaborative problem-solving ability is regarded as one of the key competencies for learners in the intelligent era,deman-ding the necessary cognitive effort from every community member.Although extensive research has been conducted in this field,the process mechanisms of cognitive engagement in collaborative problem solving,especially how equal participation among members affects the mecha-nism of cognitive engagement,have not been fully explained.This study,involving 178 university students from a certain college,explores the differences in cognitive engagement processes among groups with varying degrees of equal participation in collaborative problem solving.By analyzing group performance and participation equilibrium,this study categorizes groups into four types and uses content analysis and process mining techniques to compare differences in cognitive engagement levels,process models,and sequences among these groups.The results show that high-performance groups tend to integrate viewpoints,while high-equilibrium groups exhibit more peer support.The in-teraction between group performance and participation equilibrium indicates that in groups with balanced participation,the level of task-re-lated knowledge is a key factor in promoting cognitive engagement;in groups with unbalanced participation,the role of the dominator has a significant impact on cognitive engagement,where the"guide"role promotes better cognitive engagement compared to the"soloist".The findings enrich the understanding of the process mechanisms of cognitive engagement in collaborative problem solving in the intelligent era and provide a theoretical basis for effective learning interventions for different types of groups.
Collaborative Problem SolvingCognitive EngagementProcess MiningEqual ParticipationLearning Analytics
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NSTL
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