Using computer-supported critical annotation to improve perspective taking

doi:10.1007/s40692-023-00309-4

2024-01-13

PRE

Christina Nishiyama *

E. Michael Nussbaum

DOI：10.1007/s40692-023-00309-4

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摘要

En 中文

As technology continues to enhance opportunities for computer-supported collaborative learning interactions on a global scale, it has become increasingly important to create environments that foster the socio-emotional aspects of group work. Students must not only learn to work together to solve problems, but do so constructively, respectfully, and cohesively. To meet these aims, this study examined the impact on two measures of perspective taking after a social annotation activity that incorporated critical questions in the experimental condition. Results from 163 undergraduate students showed that using critical questions improved the quality of perspective taking in written dialogue. Further, perspective taking dispositions increased from pretest to posttest for the experimental and control conditions. Findings demonstrate that both critical questions and social annotation enhance perspective taking, which answers calls to action for fostering socio-emotional development in computer-supported collaborative learning environments. From a theoretical lens, findings enhance previous research linking collaborative argumentation interventions to perspective taking. As a result of using free social annotation technology, findings also broaden opportunities for twenty-first century skill development in underserved student populations.

Keyword:

Computer-supported collaborative learning

Critical questions

Perspective taking

Social annotation