Exploring group cohesion dynamics and the role of regulation in collaborative problem-solving using multimodal learning analysis

초록

In collaborative problem-solving (CPS), group cohesion is widely regarded as an important contributing factor, yet its underlying processes remain insufficiently understood. Traditionally, cohesion has been treated as a static construct, assessed primarily through self-report measures. In contrast, theory conceptualizes cohesion as a dynamic and emergent state, pointing to the need for temporally sensitive approaches that consider self-report evidence alongside process data. This exploratory study examined how post-task survey-based cohesion, selected socially shared regulation (SSR) discourse indicators, and synchronized leaning forward as a behavioral cue can be interpreted in relation to one another across CPS phases. Specifically, we investigated how selected SSR discourse indicators and synchronized leaning forward were configured in relation to survey-based dimensions of cohesion, including task, social, perceived, and emotional cohesion. We also conducted an in-depth qualitative analysis of selected groups differing in knowledge-construction quality to examine how SSR discourse and synchronized leaning forward appeared in interaction. The analysis is intended as an exploratory and interpretive account: synchronized leaning forward is treated as a context-dependent behavioral cue, and the observed patterns are interpreted as descriptive configurations rather than validated, causal, predictive, or generalizable relationships. The findings suggest that post-task survey-based cohesion can be descriptively interpreted alongside phase-specific discourse and behavioral configurations. In particular, early synchronized leaning forward appeared more meaningful when situated within elaborative and regulatory discourse in the selected cases. Overall, the study presents an exploratory and phase-sensitive interpretation of how survey-based cohesion, selected SSR discourse indicators, and context-dependent behavioral cues can be jointly interpreted to understand cohesion-related processes in CPS.

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