The symmetry of partner modelling

Dillenbourg, Pierre ; Lemaignan, Séverin ; Sangin, Mirweis ; Nova, Nicolas (HEAD - Genève, Haute école d'art et de design, HES-SO // Haute école spécialisée de Suisse occidentale) ; Molinari, Gaëlle

Collaborative learning has often been associated with the construction of a shared understanding of the situation at hand. The psycholinguistics mechanisms at work while establishing common grounds are the object of scientific controversy. We postulate that collaborative tasks require some level of mutual modelling, i.e. that each partner needs some model of what the other partners know/want/intend at a given time. We use the term “some model” to stress the fact that this model is not necessarily detailed or complete, but that we acquire some representations of the persons we interact with. The question we address is: Does the quality of the partner model depend upon the modeler’s ability to represent his or her partner? Upon the modelee’s ability to make his state clear to the modeler? Or rather, upon the quality of their interactions? We address this question by comparing the respective accuracies of the models built by different team members. We report on 5 experiments on collaborative problem solving or collaborative learning that vary in terms of tasks (how important it is to build an accurate model) and settings (how difficult it is to build an accurate model). In 4 studies, the accuracy of the model that A built about B was correlated with the accuracy of the model that B built about A, which seems to imply that the quality of interactions matters more than individual abilities when building mutual models. However, these findings do not rule out the fact that individual abilities also contribute to the quality of modelling process.


Keywords:
Article Type:
scientifique
Faculty:
Design et Arts visuels
School:
HEAD - Genève
Institute:
HEAD Institut de recherche en art et en design - IRAD
Date:
2016-07
Pagination:
27 p.
Published in:
International Journal of Computer-Supported Collaborative Learning
Numeration (vol. no.):
2016, 11, pp. 227–253
DOI:
ISSN:
1556-1607
Appears in Collection:

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 Record created 2020-12-09, last modified 2020-12-15

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