Research on collaborative learning has revealed that peer-collaboration explanation activities facilitate reflection and metacognition and that establishing common ground and successful coordination are keys to realizing effective knowledge-sharing in collaborative learning tasks. Studies on computer-supported collaborative learning have investigated how awareness tools can facilitate coordination within a group and how the use of external facilitation scripts can elicit elaborated knowledge during collaboration. However, the separate and joint effects of these tools on the nature of the collaborative process and performance have rarely been investigated. This study investigates how two facilitation methods—coordination support via learner gaze-awareness feedback and metacognitive suggestion provision via a pedagogical conversational agent (PCA)—are able to enhance the learning process and learning gains. Eighty participants, organized into dyads, were enrolled in a 2 × 2 between-subject study. The first and second factors were the presence of real-time gaze feedback (no vs. visible gaze) and that of a suggestion-providing PCA (no vs. visible agent), respectively. Two evaluation methods were used: namely, dialog analysis of the collaborative process and evaluation of learning gains. The real-time gaze feedback and PCA suggestions facilitated the coordination process, while gaze was relatively more effective in improving the learning gains. Learners in the Gaze-feedback condition achieved superior learning gains upon receiving PCA suggestions. A successful coordination/high learning performance correlation was noted solely for learners receiving visible gaze feedback and PCA suggestions simultaneously (visible gaze/visible agent). This finding has the potential to yield improved collaborative processes and learning gains through integration of these two methods as well as contributing towards design principles for collaborative-learning support systems more generally.

中文翻译：

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通过教学对话者凝视意识和元认知建议：对旨在支持协作学习过程和绩效的干预措施的实验研究

对协作学习的研究表明，同伴协作解释活动有助于反思和元认知，建立共同点和成功协调是在协作学习任务中实现有效知识共享的关键。关于计算机支持的协作学习的研究调查了意识工具如何促进小组内部的协调，以及在协作过程中如何使用外部协助脚本来激发详尽的知识。但是，很少研究这些工具对协作过程和绩效本质的单独影响和共同影响。这项研究调查了两种促进方法，即通过学习者凝视意识反馈提供的协调支持和通过教学对话代理（PCA）提供的元认知建议，如何改善学习过程和学习成果。有80位参与者被组织成二元组，参加了2×2的受试者间研究。第一个和第二个因素分别是实时注视反馈的存在（否与可见注视）和提供建议的PCA（否与可见代理）。使用了两种评估方法：即协作过程的对话分析和学习成果的评估。实时注视反馈和PCA建议有助于协调过程，而注视在提高学习成果方面相对更有效。处于凝视反馈状态的学习者在收到PCA建议后获得了卓越的学习成果。仅针对同时接收可见注视反馈和PCA建议（可见注视/可见代理）的学习者，指出了成功的协调/高学习性能相关性。这一发现有可能通过整合这两种方法来改善协作过程和学习成果，并为更广泛地协作学习支持系统的设计原则做出贡献。