Abstract Learners in computer- or mobile-assisted collaborative learning environments could remain anonymous or unfamiliar, as educators might not provide explicit socializing activities with the assumption that effective interactions could happen naturally in these situations. However, from the perspectives of social presence, it was hypothesized that for learners who were unfamiliar to their peers in online collaborative learning environments, performing explicit socializing activities prior to learning phases would help them have better learning performance, experience lower levels of working memory load, and experience higher levels of social presence than performing implicit socializing activities. This research was conducted to test the hypotheses with 60 participants. The results showed that providing explicit socializing activities to unfamiliar learners in mobile-assisted collaborative learning environments increased the level of social presence, facilitated their acquisition of complex cognitive skills such as EFL argument essay writing skills, and reduced the level of cognitive load in learning. These results are discussed in light of human cognitive architecture and the social presence theory.

中文翻译：

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在移动辅助环境中与“熟悉的”陌生人合作：社交活动对学习 EFL 写作的影响

摘要 计算机或移动辅助协作学习环境中的学习者可能保持匿名或不熟悉，因为教育者可能不会提供明确的社交活动，并假设在这些情况下可以自然发生有效的互动。然而，从社交存在的角度来看，假设对于在线协作学习环境中不熟悉同龄人的学习者，在学习阶段之前进行明确的社交活动将有助于他们有更好的学习表现，体验较低水平的工作记忆负荷，并且比进行隐性社交活动体验更高水平的社交存在。进行这项研究是为了测试 60 名参与者的假设。结果表明，在移动辅助协作学习环境中为不熟悉的学习者提供明确的社交活动提高了社交存在水平，促进了他们获得复杂的认知技能，如 EFL 论证论文写作技能，并降低了学习中的认知负荷水平。这些结果将根据人类认知架构和社会存在理论进行讨论。