Exploring Student Engagement in Cooperative Science Learning: An Interdisciplinary Approach

• In Event: Exploring the Interaction Between Neuroscience and Educational Research

Abstract

Student engagement in cooperative learning fluctuates, with frequent alterations between on- and off-task behaviors. This study used conversation analysis and Electroencephalography (EEG) data to explore cooperative science learning in 9 groups of 4 high school students. EEG analysis revealed that student-to-student variability in task engagement was reflected in the power of alpha (8-12 Hz) brain activity. Conversation analytic findings unveiled the complexity of defining on- and off-task behaviors as students engaged in both at the same time through different modalities (verbal and embodied actions). Our findings point at the complexity of assessing student engagement in group work and at the need for interdisciplinary work that takes into account both brain and behavior as complimentary information sources.

Authors

• Ido Davidesco, University of Connecticut - Storrs

• Sarah Chepkirui Creider, Teachers College, Columbia University

• Di Yu, Teachers College, Columbia University

• Sean Hughes, Teachers College, Columbia University

• Veronica Salas, Teachers College, Columbia University

• Emma Laurent, New York University

• Gabriella Ali, New York University