期刊论文

Yu, S;Wang, JH

英文

Journal of Computing in Higher Education

1042-1726

2023

1-24

10.1007/s12528-023-09389-8

This study is supported by the National Natural Science Foundation of China (No. 72174070, 71974073, 62277021, 61977035), the Collaborative Innovation Center for Informatization and Balanced Development of K-12 Education by MOE and Hubei Province (No. xtzd [72174070, 71974073, 62277021, 61977035]; National Natural Science Foundation of China; Collaborative Innovation Center for Informatization and Balanced Development of K-12 Education by MOE and Hubei Province [CCNU22JC011]; Fundamental Research Funds for the Central Universities [20230010001]; National Experimental Base of Intelligent Social Governance (Education) in Central China Normal University

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Interdisciplinary collaboration is widely used in research, industry, and education. Understanding the differences in cognitive processes between cross-discipline and same-discipline groups can improve instruction in collaborative learning. In this study, students volunteered to participate in cross-discipline or same-discipline collaborative learning groups to collaboratively complete three assignments. Epistemic network analysis was employed to identify the differences in cognitive engagement, the roles of group leaders, and the trajectory differences between these two kinds of groups. The r...