The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience high levels of social challenge in terms of the quality of their written assignment, as well as the frequency and sequential pattern of their cognitive, metacognitive, relational, and off-task activities during a collaborative hypermedia assignment. Sequential analyses were performed by means of process mining with a fuzzy miner algorithm. Results showed that assignment quality was higher for low social challenge dyads. In addition, these more successful dyads showed more cognitive processing activities, more high-cognition, and fewer off-task activities. In terms of their process models, low and high challenge dyads showed marked differences. More specifically, high social challenge dyads showed a vicious cycle of social challenges and off-task behaviors, whereas low social challenge dyads engaged in high-cognition. In addition, for low challenge dyads, but not high challenge dyads, the various metacognitive activities were closely connected to each other. These findings indicate that social challenges not only affect assignment quality, but also fundamentally affect the overall learning process.

中文翻译：

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社会挑战如何影响儿童在超媒体中的调节和作业质量：过程挖掘研究

本研究调查了5年级和6年级18位二等生经历的社会挑战程度低的程度与12位经历高水平的社会挑战的二分之一在书面作业质量和频率上的差异协作式超媒体分配过程中他们的认知，元认知，关系和任务外活动的顺序模式。通过使用模糊矿工算法的过程挖掘进行顺序分析。结果表明，对于低社会挑战性二元组，作业质量更高。此外，这些更成功的二元组显示出更多的认知加工活动，更多的高认知度和更少的任务外活动。就其过程模型而言，低挑战性和高挑战性的二分体显示出显着差异。进一步来说，高社会挑战力双子座显示出社会挑战和任务外行为的恶性循环，而低社会挑战力双子座则具有较高的认知度。另外，对于低挑战性二元组，而不是高挑战性二元组，各种元认知活动彼此紧密联系。这些发现表明，社会挑战不仅影响作业质量，而且从根本上影响整个学习过程。