Successful computer-supported collaborative learning (CSCL) relies on collaborative group engagement, a complex construct characterized by multifaceted, dynamic, socio-emotional, and socio-cognitive ...processes. This paper provides a detailed analysis of collaborative group engagement, with a particular focus on nonverbal behaviors as indicators of high versus low group engagement. Using video observations and a multi-method approach, we examine in detail the relationships between different dimensions of group engagement (i.e., behavioral, social, cognitive, and conceptual-to-consequential engagement) and nonverbal behaviors. Using qualitative case analysis, we also provide a rich examination of selected cases to identify the role that nonverbal behaviors play in high-engagement sequences compared with low-engagement sequences. Our findings shed light on specific nonverbal behaviors, including nodding, laughing, and eye contact, as significant indicators of high versus low collaborative group engagement. Notably, more of these nonverbal behaviors are evident in high-engagement sequences, suggesting mutual reinforcement on each dimension of engagement—with the exception of behavioral engagement, where increased laughing or smiling is evident in low-engagement sequences, but still serves a productive group process. The paper concludes with a discussion and implications of the findings. By demonstrating the role of nonverbal behaviors as important indicators, this work contributes to the understanding of the complex, dynamic, and contextualized nature of collaborative group engagement in CSCL settings.
Abstract
Science communication is evolving: Increasingly, it is directed at the public rather than academic peers. Understanding the circumstances under which the public engages with scientific ...content is therefore crucial to improving science communication. In this article, we investigate the role of affect on audience engagement with a modern form of science communication: TED Talks on the social media platform YouTube. We examined how two aspects of affect, valence and density are associated with public engagement with the talk in terms of popularity (reflecting views and likes) and polarity (reflecting dislikes and comments). We found that the valence of TED Talks was associated with both popularity and polarity: Positive valence was linked to higher talk popularity and lower talk polarity. Density, on the other hand, was only associated with popularity: Higher affective density was linked to higher popularity—even more so than valence—but not polarity. Moreover, the association between affect and engagement was moderated by talk topic, but not by whether the talk included scientific content. Our results establish affect as an important covariate of audience engagement with scientific content on social media, which science communicators may be able to leverage to steer engagement and increase reach.
In the future of higher education, student learning will become more virtual and group-oriented, and this new reality of academic learning comes with challenges. Positive social interactions in ...virtual synchronous student learning groups are not self-evident but need extra support. To successfully support positive social interactions, the underlying group processes, such as collaborative group engagement, need to be understood in detail, and the important question arises: How can collaborative group engagement be assessed in virtual group learning settings? A promising methodological approach is the observation of students’ non-verbal behavior, for example, in videoconferences. In an exploratory field study, we observed the non-verbal behavior of psychology students in small virtual synchronous learning groups solving a complex problem via videoconferencing. The groups were videorecorded to analyze possible relations between their non-verbal behaviors and to rate the quality of collaborative group engagement (QCGE). A rating scheme consisting of four QCGE dimensions (Behavioral, Social, Cognitive, and Conceptual-to-consequential QCGE) was applied, and non-verbal behaviors during the task were coded based on related research literature. We quantitatively and qualitatively analyzed non-verbal behaviors as indicators of QCGE. The results show that groups use a wide range of non-verbal behaviors. Furthermore, certain non-verbal behaviors are significantly related to specific dimensions of QCGE. These results help to identify relevant indicators of QCGE in virtual synchronous learning settings and thus promote the development of advanced methods for assessing QCGE. Furthermore, the indicators can be discussed as possible anchors for supporting collaborative learning in virtual synchronous groups.
Throughout previous research focusing on individuals' diversity perception, it remains somewhat unclear which attributes (i.e., objective diversity) are reflected in perceptions of diversity. This ...manuscript investigates whether individuals consider objective differences in ambiguous facial information (which are not related to gender or race) when making diversity judgments and decisions. Throughout seven studies, facial information of group members was manipulated to appear more similar or different in regards to personality and information unrelated to Big 5 dimensions, while race, gender, and age were kept constant. Study 1a provides support that objective differences in facial information related to perceived personality traits is validly reflected in perceptions of diversity. Study 1b shows that results regarding the Big 5 can be replicated in an ensemble-coding setup. Studies 2a and 2b replicate this result, additionally showing that objective differences in facial information unrelated to the Big 5 are reflected in perceptions of diversity, too. Focusing on perceived extraversion, Study 3 reveals that individuals select faces differing (similar) in extraversion information in order to assemble a diverse (homogeneous) team. Study 4 investigates diversity choices in an ambiguous setting, showing that individuals who more strongly believe in the value of diversity are more likely to assemble a team that is objectively diverse regarding facial information. Study 5 indicates that the association between diversity in facial information and choices deteriorates if other attributes such as gender are varied too. The impact of the results for research is highlighted and discussed.
•This research tests how objective facial differences impact perceived diversity.•Individuals are able to reflect on diversity regarding facial information.•Perceived diversity is influenced by personality as well as unrelated vectors.•Individuals are able to base judgments on diversity perceptions of extraversion.•Judgments based on facial differences are predicted by diversity beliefs.
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