Promoting knowledge elaboration, socially shared regulation, and group performance in collaborative learning: an automated assessment and feedback approach based on knowledge graphs

This paper proposes and evaluates a knowledge graph-based automated assessment and feedback system for online collaborative learning among 108 college students, measuring impacts on group performance, knowledge elaboration, and socially shared regulation.

Online collaborative learning is implemented extensively in higher education. Nevertheless, it remains challenging to help learners achieve high-level group performance, knowledge elaboration, and socially shared regulation in online collaborative learning. To cope with these challenges, this study proposes and evaluates a novel automated assessment and feedback approach that is based on knowledge graph and artificial intelligence technologies. Following a quasi-experimental design, we assigned

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