Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols
作者：
Highlights：
• The CoSketch task proved successful for measuring collaborative problem solving.
• The CoSketch task stimulates student-student interactions.
• Role-taking and time-on task are vital factors of collaborative problem solving.
• Think-aloud protocols proved useful for detecting student behavior and interactions.
• Group size and composition effects need to be further explored.
摘要
•The CoSketch task proved successful for measuring collaborative problem solving.•The CoSketch task stimulates student-student interactions.•Role-taking and time-on task are vital factors of collaborative problem solving.•Think-aloud protocols proved useful for detecting student behavior and interactions.•Group size and composition effects need to be further explored.
论文关键词：Assessment and teaching of 21st century skills (ATC21S),Collaborative problem solving,Computer-based assessment,Educational technology,Think-aloud protocol
论文评审过程：Received 22 March 2017, Revised 22 June 2017, Accepted 4 August 2017, Available online 4 August 2017, Version of Record 17 August 2017.
论文官网地址：https://doi.org/10.1016/j.chb.2017.08.007
