ComPLuS model: A new insight in pupils' collaborative talk, actions and balance during a computer-mediated music task

• Authors: Georgia N. Nikolaidou
• Venue: Computers & Education
• Year: 2012

This exploratory work describes and analyses the collaborative interactions that emerge during computer-based music composition in the primary school. The study draws on socio-cultural theories of learning, originated within Vygotsky's theoretical context, and proposes a new model, namely Computer-mediated Praxis and Logos under Synergy (ComPLuS). In this model, peers' dialogue is categorised into five types; disputational, cumulative, exploratory, operational, and reflective, with each one corresponding to different types of spoken contributions. Moreover, peers' actions are categorised as individual or joint and are used to evaluate the effect of computer mediation on the collaborative activity and its balance within a pair. The potential and effectiveness of the realisation of the ComPLuS model in practice, as far as peers' collaboration is concerned, are evaluated from its trialling in an experimental case-study, in which a group of 11-yr old pupils worked in pairs to compose short melodies using computers at the computer room of their school. Emphasis was placed upon the types of social modes of thinking with regard to pupils' spoken contributions and talk types during their conversation; pupils' actions when manipulating software, and the balance of talk and action between the pair members. Their ongoing peer-to-peer communication and actions formed the research data. A mixed (qualitative and quantitative) analysis revealed that peers usually adopted cumulative and exploratory talk. Moreover, the action type which dominated their work was based on a consensual decision. Nevertheless, it was found that lead on collaborative talk does not mean lead on joint action and does not always sustain a balance in peers' collaboration. Experimentation with the music software, in conjunction with pupils' musical background, facilitated their joint action, exploratory and reflective talk. However, audio feedback provided by the software did not seem to affect peers' talk types. These results suggest that the ComPLuS model captures the characteristics of peers' collaborative interactions during their shared discussions and actions, and can lead to a better understanding of the nature of computer-supported collaborative creativity in primary music education.