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This content will become publicly available on November 25, 2025

Title: Predicting and Analyzing Students’ Higher-Order Questions in Collaborative Problem-Solving
Question-asking is a crucial learning and teaching approach. It reveals different levels of students' understanding, application, and potential misconceptions. Previous studies have categorized question types into higher and lower orders, finding positive and significant associations between higher-order questions and students' critical thinking ability and their learning outcomes in different learning contexts. However, the diversity of higher-order questions, especially in collaborative learning environments. has left open the question of how they may be different from other types of dialogue that emerge from students' conversations, To address these questions, our study utilized natural language processing techniques to build a model and investigate the characteristics of students' higher-order questions. We interpreted these questions using Bloom's taxonomy, and our results reveal three types of higher-order questions during collaborative problem-solving. Students often use Why, How and What If' questions to I) understand the reason and thought process behind their partners' actions: 2) explore and analyze the project by pinpointing the problem: and 3) propose and evaluate ideas or alternative solutions. In addition. we found dialogue labeled 'Social'. 'Question - other', 'Directed at Agent', and 'Confusion/Help Seeking' shows similar underlying patterns to higher-order questions, Our findings provide insight into the different scenarios driving students' higher-order questions and inform the design of adaptive systems to deliver personalized feedback based on students' questions.  more » « less
Award ID(s):
2229612 2331379
PAR ID:
10591787
Author(s) / Creator(s):
; ; ; ; ; ; ;
Publisher / Repository:
APSCE
Date Published:
Journal Name:
International Conference on Computers in Education
ISSN:
3078-4360
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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