Revealing Behaviour Pattern Differences in Collaborative Problem Solving

The identification of effective Collaborative Problem Solving (CPS) strategies for practice based learning would make an important contribution to a better understanding of how to support the CPS process and how to design effective interventions. In this paper, we present a method for identifying effective CPS strategies using learner behaviours as the key to data to unpack this complex learning process. In order to distinguish learner behaviour patterns, we deployed an analysis framework for CPS that identifies fine-grained actions in practice-based learning activities. Then, using cumulative time plots we compared expert (those who have more experience in working together) behaviours with novice behaviours. Results show that participants with different levels of expertise in working together, present different behaviour patterns in collaborative problem solving.