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3. Team Expansion in Collaborative Environments

   https://doi.org/https://doi.org/10.1007/978-3-319-93040-4_56  

   Lun Zhao, Yuan Yao (May 2018, PAKDD)

   In this paper, we study the team expansion problem in collaborative environments where people collaborate with each other in the form of a team, which might need to be expanded frequently by having additional team members during the course of the project. Intuitively, there are three factors as well as the interactions between them that have a profound impact on the performance of the expanded team, including (1) the task the team is performing, (2) the existing team members, and (3) the new candidate team member. However, the vast majority of the existing work either considers these factors separately, or even ignores some of these factors. In this paper, we propose a neural network based approach TECE to simultaneously model the interactions between the team task, the team members as well as the candidate team members. Experimental evaluations on real-world datasets demonstrate the effectiveness of the proposed approach. 

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4. Modeling confusion in collaborative learning

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5. Collaborative (in)decision: A Preliminary Investigation of the Differences in Undergraduate Engineering Capstone Students’ Collaborative Behaviors

   Gerhard, M; Madboly, M; Pitterson, N; Dringenberg, E; Ahn, B (April 2025, International journal of engineering education)

   This study investigates differences in collaborative behaviors among undergraduate engineering capstone students through a behavioral sorting methodology. Using the Comprehensive Assessment of Team Member Effectiveness Behaviorally Anchored Rating Scale (CATME-B), 25 students from a senior-level interdisciplinary engineering capstone course sorted collaborative behaviors according to their observed frequency in collaborative experiences. The sorting revealed patterns worth further investigation across technical/task-oriented, process-oriented, and interpersonal/social dimensions of collaboration, with variations emerging between demographic groups. Technical behaviors showed consistent observation across the sample, while process-oriented and interpersonal behaviors exhibited notable variability. The initial results suggest that collaborative behaviors may be influenced by sociocultural dynamics, with students adapting their engagement strategies in response to identity-related and culturally situated contexts. This preliminary investigation indicates the need for further research to examine how students’ perceptions and attitudes toward collaborative behaviors influence their engagement in engineering group work; particularly focusing on the relationships between individual beliefs, group contexts, and behavioral choices. Such understanding could inform theoretical models of engineering collaboration and guide the development of evidence-based approaches to collaborative learning. 

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