Abstract
Computer-supported, robot-assisted collaborative programming (CSRACP) is a computer-supported collaborative learning (CSCL) mode used in programming education. CSRACP allows students to work in groups with the support of robots to achieve programming functions and complete complex tasks. This research applied multimodal learning analytics (MMLA) to examine the effects of three pedagogical scaffoldings (i.e., conceptual, task-oriented, and meta-cognitive scaffolding) on student pairs’ CSRACP activities in higher education. The results revealed that students under conceptual scaffolding had the low-level cognitive engagement, task-oriented regulation, and low-level socio-emotional expression, with the lowest programming task score; students under task-oriented scaffolding had the operation-driven cognitive engagement, observation-oriented regulation, and low-level socio-emotional expression, with the highest programming task score; and students under meta-cognitive scaffolding had the communication-driven cognitive engagement, exploration-oriented regulation and high-level socio-emotional expression, with the medium programming task score. Based on these findings, pedagogical and analytical implications were proposed to promote CSRACP in higher education.
Acknowledgements
We thank the students participated in this research. We thank Zhiyu Ji for the data collection and preliminary analysis.
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All authors have approved the manuscript for submission and the content of the manuscript has not been published, or submitted for publication elsewhere.
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No potential conflict of interest was reported by the author(s).
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The data is available upon request from the corresponding author.
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Notes on contributors
Weiqi Xu
Weiqi Xu is a doctoral student in educational technology program in the College of Education at Zhejiang University. His research interests are learning analytics and educational data mining, collaborative programming, AI in education.
Xinran Dong
Xinran Dong an undergraduate student in the College of Education at Zhejiang University. Her research interests are higher education, learning analytics and AI in education.
Fan Ouyang
Fan Ouyang is a research professor in the College of Education at Zhejiang University. Her research interests are computer-supported collaborative learning, learning analytics and educational data mining, online and blended learning, and artificial intelligence in education.