Improving Collaborative Problem-Solving Skills via Automated Feedback and Scaffolding: A Quasi-Experimental Study with CPSCoach 2.0
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CoBi provides its feedback at the classroom level, which is a unique departure from most systems that focus on the individual level only.
“CoBi provides its feedback at the classroom level, which is a unique departure from most systems that focus on the individual level only (D'Mello et al., 2024; Samrose et al. 2021).”
From A Feasibility and Implementation Integrity Study of the Community Builder (CoBi): An AI-based Collaboration Support System in K-12 Classrooms (2025) · cites this paper as D'Mello et al., 2024
Cites
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631 · see citing works
The Construction of Shared Knowledge in Collaborative Problem Solving.
Roschelle, J., & Teasley, S. D. (1995) · Computer Supported Collaborative Learning · doi:10.1007/978-3-642-85098-1_5 · Cited by 2,274 · cited 4× · see citing works
“CPS occurs when two or more people coordinate to solve a problem (Roschelle and Teasley 1995, 2015).”
InfluentialSocial loafing: a meta-analytic review and theoretical integration.
Karau, S. J., & Williams, K. D. (1993) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.65.4.681 · Cited by 2,196 · see citing works
COVID-19 and Remote Work: An Early Look at US Data
Brynjolfsson, E., Horton, J., Ozimek, A., Rock, D., Sharma, G., & TuYe, H.-Y. (2020) · doi:10.3386/w27344 · Cited by 932 · see citing works
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) · Cognitive Science · doi:10.1207/s15516709cog2504_1 · Cited by 855 · see citing works
Laughlin, P. R., Hatch, E. C., Silver, J. S., & Boh, L. (2006) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.90.4.644 · Cited by 390 · cited 1× · see citing works
“In theory, teams that exhibit these skills should demonstrate process gain —i.e., superior performance that exceeds the joint abilities of the individual team members (Laughlin et al. 1975, 2006; Laughlin and Ellis 1986).”
Advancing the Science of Collaborative Problem Solving
Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018) · Psychological Science in the Public Interest · doi:10.1177/1529100618808244 · Cited by 390 · see citing works
A Meta-Analysis of the Effects of Feedback in Computer-Based Instruction
Azevedo, R., & Bernard, R. M. (1995) · Journal of Educational Computing Research · doi:10.2190/9lmd-3u28-3a0g-ftqt · Cited by 308 · see citing works
Automatic Detection of Learning-Centered Affective States in the Wild
Bosch, N., D'Mello, S., Baker, R., Ocumpaugh, J., Shute, V., Ventura, M., Wang, L., & Zhao, W. (2015) · Proceedings of the 20th International Conference on Intelligent User Interfaces · doi:10.1145/2678025.2701397 · Cited by 178 · see citing works
Self-citationGaze and turn-taking behavior in casual conversational interactions
Jokinen, K., Furukawa, H., Nishida, M., & Yamamoto, S. (2013) · ACM Transactions on Interactive Intelligent Systems · doi:10.1145/2499474.2499481 · Cited by 135 · see citing works
Collaborative Problem-Solving Education for the Twenty-First-Century Workforce
Fiore, S. M., Graesser, A., & Greiff, S. (2018) · Nature Human Behaviour · doi:10.1038/s41562-018-0363-y · Cited by 113 · see citing works
Multimodal modeling of collaborative problem-solving facets in triads
Stewart, A. E. B., Keirn, Z., & D’Mello, S. K. (2021) · User Modeling and User-Adapted Interaction · doi:10.1007/s11257-021-09290-y · Cited by 30 · see citing works
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Breideband, T., Bush, J. B., Reitman, J. G., Rose, S., Weatherley, J., Penuel, W. R., & D’Mello, S. K. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00509-2 · Cited by 5 · see citing works
Self-citation
- Authors
- D’Mello, S. K., Duran, N., Michaels, A., & Stewart, A. E. B.
- Affiliations
- University of Colorado Boulder (US)
- Arizona State University (US)
- University of Pittsburgh (US)
- Corresponding author
- D’Mello, Sidney K.
- Venue
- User Modeling and User-Adapted Interaction
- Published
- 2024-02-14
- Volume
- 34
- Issue
- 4
- Pages
- 1087-1125
- ISSN
- 0924-1868 (ISSN-L)
- 1573-1391
- OpenAlex
- W4391805882
- Cited by
- 14
- References
- 12
- Citations by year
- 2026: 6 · 2025: 8
- FWCI
- 2.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- User Modeling and User-Adapted Interaction (publishedVersion)
- Funders
- NSF (DRL 2019805, DUE 1745442/1660877)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Keywords
- collaborative problem solving, automated feedback, instructional scaffolding, computer-mediated collaboration, videoconferencing, game-based learning, speech analysis, shared knowledge construction, team functioning, dyads, personalized feedback, skill development
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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