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Student proficiency is then measured by the extent to which students respond to requests and initiate actions or communications to advance the group goals. For the assessment, computer-based agents provide the means to assess students by varying group composition and discourse across multiple collaborative situations within a short period of time. The three CPS competencies are (1) establishing and maintaining shared understanding, (2) taking appropriate action, and (3) establishing and maintaining team organization. The assessment framework defined CPS skills by crossing three major CPS competencies with four problem solving processes that were adopted from PISA 2012 Complex Problem Solving to form a matrix of 12 specific skills. Overall, the presence of communication channels (a) increased the achievement of high-quality outcomes for communicators with a neutral orientation, (b) did not affect the outcomes for communicators with a cooperative orientation, but (c) hurt communicators’ outcomes with a noncooperative orientation.Tests of cross-cultural differences in each meta-analysis further supported the model: for those with a neutral orientation, the beneficial effects of communication channels were weaker within East Asian cultures (i.e., Interdependent and therefore more predisposed towards cooperation) than within Western cultures (i.e., Independent).Īn assessment of Collaborative Problem Solving (CPS) proficiency was developed by an expert group for the PISA 2015 international evaluation of student skills and knowledge. Two meta-analyses-conducted separately for negotiations and decision making-provide strong support for this model.
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To parsimoniously encompass the full range of existing data, the authors created the communication orientation model, which proposes that the impact of communication channels is shaped by communicators’ orientations to cooperate or not. A qualitative review of the literature found that the effects of communication channels vary widely and that existing theories do not sufficiently account for these contradictory findings. Two quantitative meta-analyses examined how the presence of visual channels, vocal channels, and synchronicity influences the quality of outcomes in negotiations and group decision making.