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

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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