ERIC Number: ED306952
Record Type: Non-Journal
Publication Date: 1988-Apr
Verbal Interaction in Computer-Assisted Cooperative Problem-Solving Groups.
The verbal interaction and problem-solving behavior of groups of high and average ability learners were compared during computer-assisted cooperative problem-solving to determine the problem-solving behaviors that relate to success within this context. Thirty-six fourth grade students were assigned to groups of three to form 12 groups, six of high and six of average academic ability. All groups were given the task of using Logo Turtlegraphics to reproduce a given line design on the computer screen. Results of the task were evaluated using four predictors of problem-solving success: (1) asking more task-related questions; (2) using a greater variety of problem-solving strategies; (3) spending more time on strategy; and (4) showing higher levels of strategy elaboration. It was found that high ability groups invested more time in strategy planning, used a greater variety of strategies and a greater number of long task statements, reached higher levels of strategy elaboration, and engaged in more social talk. The additional time that successful groups spent on problem-solving strategies was related to their use of longer task statements, questioning, and variety of problem-solving strategies. These findings suggest that teachers might try to foster the kinds of verbal interaction and problem-solving behaviors that appear to promote success in group computer learning, and that software should be designed in such a way as to stimulate group members to interact by asking questions of each other which may in turn promote the problem-solving process. A table depicting the means for a series of 2 (ability) by 2 (success) analyses of variance on each of the verbal interaction and strategy use variables is appended. (28 references) (CGD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A