Visualizing Commognitive Responsibility Shift in Collaborative Problem-Solving During Computer-Supported One-to-One Math Tutoring.

Jijian Lu, Pan Tuo, Ruisi Feng, Max Stephens, Mohan Zhang, Zhonghua Shen

Open access · goldAbstract read

In one paragraph

Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

0.3field-weighted citation impact, top 44% of its field

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

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0 citing papers in PubMed, 1 citations in OpenAlex.

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4 · The record

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5 · Who and what money

Authors and funding

6 authors at 4 institutions in 2 countries.

Jijian LuJinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Pan TuoSchool of Education, Shaanxi Normal University, Xi'an, China.

Ruisi FengJinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Max StephensMelbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia.

Mohan ZhangJinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Zhonghua ShenJinghengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Hangzhou Normal University · CNShaanxi Normal University · CNUniversity of Melbourne · AUZhejiang Pharmaceutical College · CN

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The aim of this study is to use a commognitive responsibility framework to visualize responsibility shift in collaborative problem solving (CPS) during computer-supported one-to-one tutoring. Commognitive responsibility shift means that individuals' cognitive responsibility shift can be reflected by the discourse in communication. For our sample, we chose a 15-year-old Chinese boy and his mathematics teacher with 6 years of teaching experience, both of whom have experienced computer-supported learning and teaching mathematics, respectively. We collected four tutoring videos (each 60-90 min; in total, more than 330 min) online, and a 45-min interview video from the teacher. We found that the third type of commognitive responsibility shift in both the teacher's and student's CPS behavior online is not only teacher-student comparison but also alternating-led, which includes teacher-student-led (TS) and student-teacher-led (ST).

Indexed as

collaborative problem solving (CPS)commognitive responsibility shiftcomputer-supportedmathematicsone-to-one tutoring

Identifiers

PMID35465577

DOI10.3389/fpsyg.2022.815625

PMCPMC9022648

OpenAlexW4225342660

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.