ICLS '06 Proceedings of the 7th international conference on Learning sciences
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Tutorial Dialogue as Adaptive Collaborative Learning Support
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Computer supported moderation of e-discussions: the ARGUNAUT approach
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Informing the Design of Intelligent Support for ELE by Communication Capacity Tapering
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Promoting personalized collaborative distributed learning through i-collaboration 3.0
CONTEXT'11 Proceedings of the 7th international and interdisciplinary conference on Modeling and using context
| Hi-index | 0.00 |
Chemistry students, like students in other disciplines, often learn to solve problems by applying well-practiced procedures. Such an approach, however, may hinder conceptual understanding. We propose to promote conceptual learning by having pairs of students collaborate on problems in a virtual laboratory (VLab), assisted by a computer-mediated collaboration scriptthat guides the students through the stages of scientific experimentation and adaptsto their needs for support. We used the results from a small-scale study comparing how singles and dyads solve chemistry problems with the VLab with and without scripts to develop a scripted collaborative experimentation environment. A subsequent small-scale study compared an adaptive and a non-adaptive version of the system. Qualitative data analyses revealed a tendency for the dyads in the adaptive feedback condition to improve their collaboration and be more motivated than the non-adaptive dyads. In this paper, we present our research framework and report on preliminary results from the two small-scale studies.