Exploring creative problem-solving in computer-supported collaborative learning: Focusing on group cohesiveness and socially shared metacognitive regulation

Abstract

This study investigated the creative problem-solving (CPS) process in computer-supported collaborative learning (CSCL), examining its relationship with CPS skills and interaction patterns, with a particular focus on group cohesiveness and socially shared metacognitive regulation (SSMR). The research sought to determine how group cohesiveness within Design Thinking (DT) phases influences CPS skills and to identify the characteristics of SSMR in high- versus low-creativity groups. Participants included 108 first-year undergraduate students majoring in humanities and social sciences at a South Korean university. The study found a significant relationship between group cohesiveness and CPS skill levels across various CPS phases. Specifically, substantial differences in SSMR patterns, particularly concerning exploration and evaluation, were observed among low- and high-creativity groups. These findings suggest that the interplay of divergent and convergent thinking during CPS is crucial for devising novel and practical solutions. Employing a mixed-methods approach and collaboration analysis, the study closely examined the CPS process using CSCL tools, offering valuable insights for informing future CPS instructional strategies.