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Collaborative Problem Solving with HyperCard: The Influence of Peer Interaction on Planning and Information Handling Strategies

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Computer Supported Collaborative Learning

Part of the book series: NATO ASI Series ((NATO ASI F,volume 128))

Abstract

This paper presents a psychological approach to the study of individual cognitive benefits from collaborative problem solving at the computer. The main focus is on the mechanisms underlying peer facilitation effects. Two experimental studies are presented involving 11-year-old pupils and adults respectively. These studies illustrate the influence of interaction on the use made by subjects of self-monitoring and regulation strategies. The results seem to indicate that working in pairs at the computer not only modifies the final outcome but also the nature and the quality of the interaction between the users and the computer. Some implications for the design of computer support to collaborative learning are discussed.

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Author information

Authors and Affiliations

  1. Laboratoire de Psychologie Sociale, Université de Clermont II, 34 Avenue Carnot, 63037, Clermont Ferrand, France

    Agnès Blaye

  2. Department of Psychology, University of Southampton, Southampton, SO0 5NH, UK

    Paul Light

Authors
  1. Agnès Blaye
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  2. Paul Light
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Editor information

Editors and Affiliations

  1. ESRC Centre for Research in Development, Instruction and Training Department of Psychology, University of Nottingham, University Park, Nottingham, NG7 2RD, UK

    Claire O’Malley

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© 1995 Springer-Verlag Berlin Heidelberg

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Blaye, A., Light, P. (1995). Collaborative Problem Solving with HyperCard: The Influence of Peer Interaction on Planning and Information Handling Strategies. In: O’Malley, C. (eds) Computer Supported Collaborative Learning. NATO ASI Series, vol 128. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-85098-1_1

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  • DOI: https://doi.org/10.1007/978-3-642-85098-1_1

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-85100-1

  • Online ISBN: 978-3-642-85098-1

  • eBook Packages: Springer Book Archive

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