Promoting knowledge elaboration, socially shared regulation, and group performance in collaborative learning: an automated assessment and feedback approach based on knowledge graphs

International Journal of Educational Technology in Higher Education

Research Article

Bodong Chen¹  Lanqin Zheng²  Yunchao Fan²  Miaolang Long² 

[1] Graduate School of Education, University of Pennsylvania, Philadelphia, USA;School of Educational Technology, Faculty of Education, Beijing Normal University, No. 19, XinJieKouWai St., HaiDian District, 100875, Beijing, People’s Republic of China;

关键词: Learning analytics;    Knowledge graph;    Automated assessment;    Knowledge elaboration;    Socially shared regulation;    Collaborative learning;   

DOI  :  10.1186/s41239-023-00415-4

 received in 2023-05-03, accepted in 2023-07-12,  发布年份 2023

来源: Springer

【 摘 要 】

Online collaborative learning is implemented extensively in higher education. Nevertheless, it remains challenging to help learners achieve high-level group performance, knowledge elaboration, and socially shared regulation in online collaborative learning. To cope with these challenges, this study proposes and evaluates a novel automated assessment and feedback approach that is based on knowledge graph and artificial intelligence technologies. Following a quasi-experimental design, we assigned a total of 108 college students into two conditions: an experimental group that participated in online collaborative learning and received automated assessment and feedback from the tool, and a control group that participated in the same collaborative learning activities without automated assessment and feedback. Analyses of quantitative and qualitative data indicated that the introduced automated assessment and feedback significantly promoted group performance, knowledge elaboration, and socially shared regulation of collaborative learning. The proposed knowledge graph-based automated assessment and feedback approach shows promise in providing a valuable tool for researchers and practitioners to support online collaborative learning.

【 授权许可】

CC BY   
© The Author(s) 2023

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