Zahn, Carmen

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Zahn
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Carmen
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Zahn, Carmen

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Beyond words: investigating non-verbal indicators of collaborative engagement in a virtual synchronous CSCL environment

2024-08-14, Jeitziner, Loris Tizian, Paneth, Lisa, Rack, Oliver, Zahn, Carmen

In the future of higher education, student learning will become more virtual and group-oriented, and this new reality of academic learning comes with challenges. Positive social interactions in virtual synchronous student learning groups are not self-evident but need extra support. To successfully support positive social interactions, the underlying group processes, such as collaborative group engagement, need to be understood in detail, and the important question arises: How can collaborative group engagement be assessed in virtual group learning settings? A promising methodological approach is the observation of students’ non-verbal behavior, for example, in videoconferences. In an exploratory field study, we observed the non-verbal behavior of psychology students in small virtual synchronous learning groups solving a complex problem via videoconferencing. The groups were videorecorded to analyze possible relations between their non-verbal behaviors and to rate the quality of collaborative group engagement

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Future Skills – Zukunftsorientierte Hochschullehre

2024, Zahn, Carmen

ZusammenfassungIn diesem Theoriebeitrag der Zeitschrift für Psychodrama und Soziometrie wird ein wissenschaftliches Erklärungsmodell für die Wirksamkeit psychodramatischer Methoden in der Hochschullehre entwickelt. Eine zukunftsfähige Hochschullehre, die bei Studierenden neben dem Erlernen komplexer Wissens- und Handlungszusammenhänge auch mit fundierten Methoden die Kreativität, Innovationsfreude und „Future skills“ fördert, ist wichtiger denn je.

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Stressors in online exams – Same same but different?

2023-06, Roos, Anna-Lena, Jeitziner, Loris Tizian, Zahn, Carmen

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Exploring linguistic indicators of social collaborative group engagement

2023, Jeitziner, Loris Tizian, Paneth, Lisa, Rack, Oliver, Zahn, Carmen, Wulff, Dirk U., Damşa, Crina, Borge, Marcela, Koh, Elizabeth, Worsley, Marcelo

This study takes a NLP approach to measuring social engagement in CSCL-learning groups. Specifically, we develop linguistic markers to capture aspects of social engagement, namely sentiment, responsiveness and uniformity of participation and compare them to human ratings of social engagement. We observed small to moderate links between NLP-markers and human ratings that varied in size and direction across the different groups. We discuss measurement and prediction of social collaborative group engagement using natural language processing.

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Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement

2024-05-16, Paneth, Lisa, Jeitziner, Loris Tizian, Rack, Oliver, Opwis, Klaus, Zahn, Carmen

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Trend Monitoring & Erarbeitung fundierter Entscheidungsgrundlagen für die Entwicklung von FHNW Learning Spaces

2023-12-31, Jeitziner, Loris Tizian, Frick, Andrea, Paneth, Lisa, Zahn, Carmen

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Künstliche Intelligenz als Teammitglied in Lerngruppen – Wie möchten Studierende gemeinsam mit künstlicher Intelligenz kooperieren?

2023-01-20, Paneth, Lisa, Rack, Oliver, Zahn, Carmen

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Predicting engagement in computer-supported collaborative learning groups using natural language processing

2024-03-20, Jeitziner, Loris Tizian, Paneth, Lisa, Rack, Oliver, Zahn, Carmen, Wulff, Dirk

Collaborative group engagement is a key factor of success in learning groups. This work explores the development of an innovative natural language processing method for predicting collaborative group engagement. To this end, we identified linguistic markers based on an established observation-based scheme for rating collaborative group engagement, such as, semantic similarity to task instructions, verbal mimicry, sentiment, and use of jargon. We evaluated the predictive power of the linguistic markers on the data of an observational study in which 38 learning groups were instructed to perform a collaborative learning task. Overall, the data consisted of 2588 expert ratings on collaborative group engagement. We relied on machine learning to the predict collaborative group engagement ratings using informative subsets of linguistic markers. The results showed above-baseline predictive accuracy for all four dimensions of collaborative group engagement. Moreover, the analysis of feature importance points to quantity of utterances, responsiveness and uniformity of participation as the most important markers for collaborative group engagement. By harnessing natural language processing, this work extends traditional qualitative analysis and delivers nuanced quantitative metrics suitable for capturing the complexity and dynamics of contemporary Computer Supported Collaborative Learning (CSCL) environments. Thereby, it contributes to the evolving landscape of CSCL research and demonstrates the potential of novel analytic techniques to support and enrich qualitative analysis in multiple domains.

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How do enhanced videos support generative learning and conceptual understanding in individuals and groups?

2023-08-25, Ruf, Alessia, Zahn, Carmen, Roos, Anna-Lena, Opwis, Klaus

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A multi-method approach to capture quality of collaborative group engagement

2023, Paneth, Lisa, Jeitziner, Loris Tizian, Rack, Oliver, Zahn, Carmen, Damsa, Crina, Borge, Marcela, Koh, Elizabeth, Worsley, Marcelo

Multi-method approaches are an emerging trend in CSCL research as they allow to paint a more comprehensive picture of complex group learning processes than using a single method. In this contribution, we combined measures from different data sources to capture the quality of collaborative group engagement (QCGE) in CSCL-groups: QCGE-self-assessments, QCGE-ratings of verbal group communication, and video recorded nonverbal group behaviors. Using different methods of analysis, we visualized, described, and analyzed the data and related the measures to each other. Here, we present results suggesting that measures from different data sources are interrelated: For instance, nonverbal behavior (like nodding the head) is related to high QCGE-ratings of verbal communications. Results are preliminary and show disparities, too. Yet, we conclude that the multi-method approach results in a more comprehensive understanding of QCGE. Feasibility and suitability of the multi-method approach are discussed and conclusions for future research are drawn.