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A Role Recognition Model Based on Students' Social-Behavioural-Cognitive-Emotional Features during Collaborative Learning

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Title: A Role Recognition Model Based on Students' Social-Behavioural-Cognitive-Emotional Features during Collaborative Learning
Language: English
Authors: Cixiao Wang, Jianjun Xiao (ORCID 0000-0003-0000-9630)
Source: Interactive Learning Environments. 2025 33(4):3203-3222.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Elementary School Students, Grade 5, Student Behavior, Affective Behavior, Role Theory, Role, Social Influences, Cognitive Processes, Cooperative Learning, Group Dynamics, Group Behavior, Foreign Countries, Identification, Automation
Geographic Terms: China (Beijing)
DOI: 10.1080/10494820.2024.2442706
ISSN: 1049-4820
1744-5191
Abstract: Role recognition is critical for labor division and risk identification in group coordination during collaborative learning. Students' social, cognitive, behavioural, and emotional performance during collaboration are essential dimensions for role recognition. However, most studies classify roles using single dimensions, such as cognitive (knowledge construction level) or social (social network status), neglecting behavioral and emotional indicators. This study develops a multidimensional role recognition model integrating social, cognitive, behavioural, and emotional features to automatically detect students' roles (coordinator, inquirer, assistant, marginal) during collaboration. Results show that the multidimensional model outperforms single-dimensional models, with ensemble classifiers (e.g., random forest, XGBoost) outperforming single classifiers (e.g., support vector machine, decision tree). Additionally, an interpretable framework is proposed for global and local explanations of the model. Globally, social, cognitive, emotional, and behavioural factors influence role recognition, with eight key features identified for each role. Common features, such as investment and overall responsivity, influence all roles, while others vary in their impact. Locally, the framework supports personalized interventions, such as tailored collaborative scripts. These findings offer valuable insights for researchers and practitioners, enabling early identification of roles associated with academic risks and the design of targeted instructional strategies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508450
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Label: Title
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  Data: A Role Recognition Model Based on Students' Social-Behavioural-Cognitive-Emotional Features during Collaborative Learning
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cixiao+Wang%22">Cixiao Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Jianjun+Xiao%22">Jianjun Xiao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0000-9630">0000-0003-0000-9630</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2025 33(4):3203-3222.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Label: Page Count
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  Data: 20
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Theory%22">Role Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Behavior%22">Group Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Automation%22">Automation</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China+%28Beijing%29%22">China (Beijing)</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1080/10494820.2024.2442706
– Name: ISSN
  Label: ISSN
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Role recognition is critical for labor division and risk identification in group coordination during collaborative learning. Students' social, cognitive, behavioural, and emotional performance during collaboration are essential dimensions for role recognition. However, most studies classify roles using single dimensions, such as cognitive (knowledge construction level) or social (social network status), neglecting behavioral and emotional indicators. This study develops a multidimensional role recognition model integrating social, cognitive, behavioural, and emotional features to automatically detect students' roles (coordinator, inquirer, assistant, marginal) during collaboration. Results show that the multidimensional model outperforms single-dimensional models, with ensemble classifiers (e.g., random forest, XGBoost) outperforming single classifiers (e.g., support vector machine, decision tree). Additionally, an interpretable framework is proposed for global and local explanations of the model. Globally, social, cognitive, emotional, and behavioural factors influence role recognition, with eight key features identified for each role. Common features, such as investment and overall responsivity, influence all roles, while others vary in their impact. Locally, the framework supports personalized interventions, such as tailored collaborative scripts. These findings offer valuable insights for researchers and practitioners, enabling early identification of roles associated with academic risks and the design of targeted instructional strategies.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1508450
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508450
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      – Text: English
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        PageCount: 20
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Student Behavior
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Group Dynamics
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      – SubjectFull: Identification
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      – SubjectFull: China (Beijing)
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      – TitleFull: A Role Recognition Model Based on Students' Social-Behavioural-Cognitive-Emotional Features during Collaborative Learning
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            NameFull: Jianjun Xiao
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