Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review

Andres F. Mena-Guacas; Jairo Alonso Urueña Rodríguez; David Mauricio Santana Trujillo; José Gómez-Galán; Eloy López-Meneses

doi:10.30935/cedtech/13123

Andres F. Mena-Guacas ¹ ^* , Jairo Alonso Urueña Rodríguez ¹, David Mauricio Santana Trujillo ¹, José Gómez-Galán ², Eloy López-Meneses ³ ⁴

More Detail

CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep428

https://doi.org/10.30935/cedtech/13123

Submitted: 13 December 2022, Published Online: 28 March 2023

OPEN ACCESS 2262 Views 1807 Downloads

Download Full Text (PDF)

Abstract

The diversity of topics in education makes it difficult for artificial intelligence (AI) to address them all in depth. Therefore, guiding to focus efforts on specific issues is essential. The analysis of competency development by fostering collaboration should be one of them because competencies are the way to validate that the educational exercise has been successful and because collaboration has proven to be one of the most effective strategies to improve performance outcomes. This systematic review analyzes the relationship between AI, competency development, and collaborative learning (CL). PRISMA methodology is used with data from the SCOPUS database. A total of 1,233 articles were found, and 30 passed the inclusion and exclusion criteria. The analysis of the selected articles identified three categories that deserve attention: the objects of study, the way of analyzing the results, and the types of AI that could be used. In this way, it has been possible to determine the relationship offered by the studies between skill development and CL and ideas about AI’s contributions to this field. Overall, however, the data from this systematic review suggest that, although AI has great potential to improve education, it should be approached with caution. More research is needed to fully understand its impact and how best to apply this technology in the classroom, minimizing its drawbacks, which may be relevant, and making truly effective and productive use of it.

Keywords: artificial intelligence, collaborative learning, skills development, educational development

References

Abhakorn, J. (2013). Classroom interaction and thinking skills development through teacher-talks. Kasetsart Journal of Social Sciences, 34(1), 116-125.
Achor, E. E., Danjuma, I. M., & Orji, A. (2019). Classroom interaction practices and students’ learning outcomes in physics: Implication for teaching-skill development for physics teachers. Journal of Education and E-Learning Research, 6(3), 96-106. https://doi.org/10.20448/journal.509.2019.63.96.106
Aguilar, O. G., & Perez, A. B. D. (2021). Integration model for collaborative learning in COVID-19 times: Validation of the constructivist online learning environment survey (COLLES). In Proceedings of the 16^th Iberian Conference on Information Systems and Technologies (pp. 1-5). IEEE. https://doi.org/10.23919/CISTI52073.2021.9476272
Almusharraf, N. M., & Bailey, D. (2021). Online engagement during COVID-19: Role of agency on collaborative learning orientation and learning expectations. Journal of Computer Assisted Learning, 37(5), 1285-1295. https://doi.org/10.1111/jcal.12569
Avery, M. D., Mathiason, M., Andrighetti, T., Autry, A. M., Cammarano, D., Dau, K. Q., & Jennings, J. C. (2022). Improved self-assessed collaboration through interprofessional education: Midwifery students and obstetrics and gynecology residents learning together. Journal of Midwifery & Women’s Health, 67(5), 598-607. https://doi.org/10.1111/jmwh.13394
Baranova, P. (2022). Environmental capability development in a multi-stakeholder network setting: Dynamic learning through multi-stakeholder interactions. Business Strategy and the Environment, 31(7), 3406-3420. https://doi.org/10.1002/bse.3091
Bennett, K., Novak, A., Pluss, M., Stevens, C., Coutts A., & Fransen, J. (2018) The use of small-sided games to assess skill proficiency in youth soccer players: A talent identification tool. Science and Medicine in Football, 2(3), 231-236. https://doi.org/10.1080/24733938.2017.1413246
Castillo, M., Heredia, Y., & Gallardo, K. (2017). Collaborative work competency in online postgraduate students and its prevalence on academic achievement. Turkish Online Journal of Distance Education, 18(3), 168-179. https://doi.org/10.17718/tojde.328949
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
Chee, S., Yen, A. V., & Lee, M. (2022). A systematic review of artificial intelligence techniques for collaborative learning over the past two decades. Computers and Education: Artificial Intelligence, 3, 100097. https://doi.org/10.1016/j.caeai.2022.100097
Cioc, C., Haughton, N., Cioc, S., & Napp, J. (2022). A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course. International Journal of Mechanical Engineering Education, 50(4), 955-977. https://doi.org/10.1177/03064190221081450
Coeckelbergh, M. (2020). AI ethics. MIT Press. https://doi.org/10.7551/mitpress/12549.001.0001
Dehbozorgi, N., Maher, M., & Dorodchi, M. (2021). Does self-efficacy correlate with positive emotion and academic performance in collaborative learning? In Proceedings of the IEEE Frontiers in Education Conference (pp. 1-8). https://doi.org/10.1109/FIE49875.2021.9637471
Dewi, P., & Muhid, A. (2021). Students’ attitudes towards collaborative learning through e-learning during COVID-19: A male and female students. English Teaching Journal: A Journal of English Literature, Language and Education, 9(1), 26-33. https://doi.org/10.25273/etj.v9i1.9046
Doerflinger, F. C., Able, A. J., & Loveys, B. R. (2019). Authentic undergraduate research in plant science: The importance of mentor-student relationships. International Journal of Innovation in Science and Mathematics Education, 27(4). https://doi.org/10.30722/IJISME.27.04.003
Dowell, N., Lin, Y., Godfrey, A., & Brooks, C. (2019). Promoting inclusivity through time-dynamic discourse analysis in digitally-mediated collaborative learning. In Artificial Intelligence in Education: 20^th International Conference (pp. 207-219). Springer. https://doi.org/10.1007/978-3-030-23204-7_18
Dreifuss, C., Schreier, C., & Jumpa, M. (2018). Criterios de clasificación de la vivienda informal: Una revisión sistemática PRISMA como herramienta para establecimiento y análisis de categorías [Informal housing classification criteria: A systematic review PRISMA as a tool for establishing and analyzing categories]. https://repositorio.ulima.edu.pe/handle/20.500.12724/7387
Feldon, D. F., Litson, K., Jeong, S., Blaney, J. M., Kang, J., Miller, C., & Roksa, J. (2019). Postdocs’ lab engagement predicts trajectories of PhD students’ skill development. Proceedings of the National Academy of Sciences, 116(42), 20910-20916. https://doi.org/10.1073/pnas.1912488116
Feng, S., & Law, N. (2021). Mapping artificial intelligence in education research: A network-based keyword analysis. International Journal of Artificial Intelligence in Education, 31(2), 277-303. https://doi.org/10.1007/s40593-021-00244-4
Ferreira, M. (2013). Tutorial teaching: A new paradigm for the development of competencies. Journal of Educational, Cultural and Psychological Studies, 8, 205-219. https://doi.org/10.7358/ecps-2013-008-ferr
García-Chitiva, M. (2021). Collaborative learning in higher education processes mediated by internet. Revista Electronica Educare [Electronics Education Magazine], 25(1). https://doi.org/10.15359/ree.25-2.23
Ghavifekr, S. (2020). Collaborative learning: A key to enhance students’ social interaction skills. Malaysian Online Journal of Educational Sciences, 8(4), 9-21.
Gómez-Galán, J. (2020). Innovation and ICT in education: The diversity of the 21^st century classroom. River Publishers.
Guo, J., Yang, L., & Shi, Q. (2017). Effects of perceptions of the learning environment and approaches to learning on Chinese undergraduates’ learning. Studies in Educational Evaluation, 55, 125-134. https://doi.org/10.1016/j.stueduc.2017.09.002
Handini, O., Hidayatullah, M. F., & Akhyar, M. (2022). Analysis of collaborative learning models in online thematic learning during the pandemic COVID-19. In Proceedings of the Universitas Lampung International Conference on Social Sciences (pp. 677-683). Atlantis Press. https://doi.org/10.2991/assehr.k.220102.093
Heeneman, S., & de Grave, W. (2017). Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system–An activity theory analysis. Medical Teacher, 39(4), 368-376. https://doi.org/10.1080/0142159x.2017.1286308
Hei, M., Tabacaru, C., Sjoer, E., Rippe, R., & Walenkamp, J. (2020). Developing intercultural competence through collaborative learning in international higher education. Journal of Studies in International Education, 24(2), 190-211. https://doi.org/10.1177/1028315319826226
Hernández, I., Lay, N., Herrera, H., & Rodríguez, M. (2021). Estrategias pedagógicas para el aprendizaje y desarrollo de competencias investigativas en estudiantes universitarios [Pedagogical strategies for the learning and development of research competences in university students]. Revista de Ciencias Sociales [Social Science Journal], 27(2), 242-255.
Hernández-Sellés, N. (2021). Tools that facilitate collaborative learning in virtual environments: new opportunities for the development of digital learning ecologies. Educatio Siglo XXI [Education Siglo XXI], 39(29), 81-100. https://doi.org/10.6018/educatio.465741
Hernández-Sellés, N., Muñoz-Carril, P., & González-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers & Education, 138, 1-12. https://doi.org/10.1016/j.compedu.2019.04.012
Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 100437. https://doi.org/10.1016/j.lcsi.2020.100437
Infante, L. J., Calderón, C. A., & Núñez, C. A. (2021). Entorno virtual sincrónico y su efecto en el desarrollo de un programa de salud en contextos de la pandemia [Synchronous virtual environment and its effect on the development of a health program in contexts of the pandemic]. Boletín de Malariología y Salud Ambiental [Malariology and Environmental Health Bulletin], 61(4), 700-707. https://doi.org/10.52808/bmsa.7e5.614.018
Kasepalu, R., Prieto, L., Ley, T. and Chajara, P. (2022). Teacher artificial intelligence-supported pedagogical actions in collaborative learning coregulation: A wizard-of-oz study. Frontiers in Education, 7(17). https://doi.org/10.3389/feduc.2022.736194
Kim, Y. K., & Lundberg, C. A. (2016). A structural model of the relationship between student-faculty interaction and cognitive skills development among college students. Research in Higher Education, 57(3), 288-309. https://doi.org/10.1007/s11162-015-9387-6
Kirkpatrick, M., Akers, J. & Rivera, G. (2019). Use of behavioral skills training with teachers: A systematic review. Journal of Behavioral Education, 28, 344361. https://doi.org/10.1007/s10864-019-09322-z
Kwon, K., Liu, Y., & Johnson, L. (2014). Group regulation and social emotional interactions observed in computer supported collaborative Learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185-200. https://doi.org/10.1016/j.compedu.2014.06.004
Larraz, N., Vázquez, S., & Liesa, M. (2017). Transversal skills development through cooperative learning. Training teachers for the future. On the Horizon, 25(2), 85-95. https://doi.org/10.1108/OTH-02-2016-0004
Lee, S., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. The Internet and Higher Education, 14(3), 158-163. https://doi.org/10.1016/j.iheduc.2011.04.001
López-Meneses, E. (2020). Las tecnologías de la información y la comunicación en la Praxis Universitaria [Information and communication technologies in University Praxis]. Octahedron Editions. https://doi.org/10.36006/16212
Luo, N., Li, H., Zhao, L., Wu, Z., & Zhang, J. (2021). Promoting student engagement in online learning through harmonious classroom environment. The Asia-Pacific Education Researcher, 31, 541-551. https://doi.org/10.1007/s40299-021-00606-5
Luo, N., Zhang, M., & Qi, D. (2017). Effects of different interactions on students’ sense of community in e-learning environment. Computers & Education, 115, 153-160. https://doi.org/10.1016/j.compedu.2017.08.006
Magnani, S. V., Carmona, C., Agreda, N. H., & Shuali, T. (2019). El impacto de las estancias internacionales en el desarrollo de competencias en estudiantes de doctorado y su transferencia en diversos contextos [The impact of international stays on the development of skills in doctoral students and their transfer in various contexts]. Revista Publicaciones [Magazine Publications], 49(1), 79-91. https://doi.org/10.30827/publicaciones.v49i1.9854
Major, C. (2020). Collaborative learning: A tried and true active learning method for the college classroom. New Directions for Teaching and Learning, 164, 19-28 https://doi.org/10.1002/tl.20420
Makridakis, S. (2017). The forthcoming artificial intelligence (AI) revolution: Its impact on society and firms. Futures, 90, 46-60. https://doi.org/10.1016/j.futures.2017.03.006
Marchi, B., Zanoni, S., & Jaber, M. Y. (2019). Economic production quantity model with learning in production, quality, reliability and energy efficiency. Computers & Industrial Engineering, 129, 502-511. https://doi.org/10.1016/j.cie.2019.02.009
McGuinness, C., & Fulton, C. (2019). Digital literacy in higher education: A case study of student engagement with e-tutorials using blended learning. Journal of Information Technology Education: Innovations in Practice, 18, 1-28. https://doi.org/10.28945/4190
Mehr, H. S., Zoghi, M., & Assadi, N. (2013). Effects of synchronous computer-mediated communication and face-to-face interaction on speaking skill development of Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 2(5), 36-41. https://doi.org/10.7575/aiac.ijalel.v.2n.5p.36
Mitchell, A., & Vaughan, A. G. (2022). Implementing team-based learning: Findings from a database class. Journal of Information Technology Education: Innovations in Practice, 21, 1. https://doi.org/10.28945/4903
Molinillo, S., Aguilar, R., Anaya, R., & Vallespín, M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41-52. https://doi.org/10.1016/j.compedu.2018.04.012
Mustakim, M., Trisnaningsih, T., & Adha, M. M. (2021). The effectiveness of online collaborative learning during COVID-19 pandemic. In Proceedings of the Advances in Social Science, Education and Humanities Research: 4^th Sriwijaya University Learning and Education International Conference (pp. 256-262). Atlantis Press. https://doi.org/10.2991/assehr.k.201230.115
Muukkonen, H., Lakkala, M., Ilomäki, L., & Toom, A. (2022). Juxtaposing generic skills development in collaborative knowledge work competences and related pedagogical practices in higher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.886726
Mykytiuk, S., Lysytska, O., Melnikova, T., & Mykytiuk, S. (2022). Facebook as a flexible ubiquitous learning space for developing speaking skills. IAFOR Journal of Education, 10(1), 109-133. https://doi.org/10.22492/ije.10.1.06
Myllykoski-Laine, S., Lahdenperä, J., Nikander, L., & Postareff, L. (2022). Students’ experiences of the development of generic competences in the Finnish higher education context–The role of the teaching-learning environment and approaches to learning. European Journal of Higher Education, 1-20. https://doi.org/10.1080/21568235.2022.2058975
Natsis, A., Papadopoulos, P. M., & Obwegeser, N. (2018). Research integration in information systems education: Students’ perceptions on learning strategies, skill development, and performance. Journal of Information Technology Education Research, 17, 345. https://doi.org/10.28945/4120
Negrete-Cortés, A. J., García-Gomar, M. L., & Fernández-Ruiz, P. A. (2020). Sincronía materna asociada al rendimiento académico en niños en edad escolar [Maternal synchrony associated with academic performance in school-age children]. Revista Argentina de Ciencias del Comportamiento [Argentine Journal of Behavioral Sciences], 12(1), 60-71. https://doi.org/10.32348/1852.4206.v12.n1.25311
Nelwati, Abdullah, K. L., Chong, M. C., & McKenna, L. (2020). The effect of peer learning on professional competence development among Indonesian undergraduate nursing students: A quasi-experimental study. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 36(6), 477-483. https://doi.org/10.1016/j.profnurs.2020.03.008
Pastora, B., & Fuentes, A. (2021). La planificación de estrategias de enseñanza en un entorno virtual de aprendizaje [Planning teaching strategies in a virtual learning environment]. Revista Científica UISRAEL [UISRAEL Scientific Magazine], 8(1), 59-76. https://doi.org/10.35290/rcui.v8n1.2021.341
Pereira, S. W., Fishman, E. K., & Rowe, S. P. (2022). The future is now: How technology and entertainment are transforming education in the artificial intelligence era. Journal of the American College of Radiology, 19(9), 1077-1078. https://doi.org/10.1016/j.jacr.2022.06.015
Pulgar, J., Ramírez, D., Umanzor, A., Candia, C., & Sánchez, I. (2022). Long-term collaboration with strong friendship ties improves academic performance in remote and hybrid teaching modalities in high school physics. Physical Review Physics Education Research, 18(1), 010146. https://doi.org/10.1103/physrevphyseducres.18.010146
Rui, Z., & Ying-Yan, W. (2012). Research of personalized web-based intelligent collaborative learning. Journal of Software, 7(4), 904-912. https://doi.org/10.4304/jsw.7.4.904-912
Safta-Zecheria, L., Stefaniga, S., Negru, I. A., Virag, F., & Mărgineanu, A. (2021). Collaborative learning in an action research project responding to challenges of online education during the COVID-19 pandemic. Journal of Pedagogy/Revista de Pedagogie, 1, 7-29. https://doi.org/10.26755/revped/2021.1/7
Sáiz-Manzanares, M., Martin, C., Alonso-Martínez, L., & Almeida, L. (2021). Usefulness of digital game-based learning in nursing and occupational therapy degrees: A comparative study at the University of Burgos. International Journal of Environmental Research and Public Health, 18(22), 11757. https://doi.org/10.3390/ijerph182211757
Sánchez, I. R., Herrera, E. C., & Rodríguez, C. E. (2020). Eficacia de resolución colaborativa de problemas en el desarrollo de habilidades cognitivo lingüísticas y en el rendimiento académico en física [Efficiency of collaborative problem solving in the development of cognitive-language skills and academic performance in physics]. Formación Universitaria [University Education], 13(6), 191-204. https://doi.org/10.4067/S0718-50062020000600191
Schemmer, M., Hemmer, P., Nitsche, M. Niklas, K., & Vossing, M. (2022). A meta-analysis of the utility of explainable artificial intelligence in human-ai decision-making. In Proceedings of the 2022 AAAI/ACM Conference on AI, Ethics, and Society (pp. 617-626). ACM. https://doi.org/10.1145/3514094.3534128
Shafipour, R., Baten, R. A., Hasan, M. K., Ghoshal, G., Mateos, G., & Hoque, M. E. (2018). Buildup of speaking skills in an online learning community: A network-analytic exploration. Palgrave Communications, 4(1), 1-10. https://doi.org/10.1057/s41599-018-0116-6
Singh, J., Steele, K. & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2). https://doi.org/10.1177/00472395211047865
UI Haq, I., Anwar, A., Basharat, I., & Sultan, K. (2020). Intelligent tutoring supported collaborative learning (ITSCL): A hybrid framework. International Journal of Advanced Computer Science and Applications, 11(8), 523-535. https://doi.org/10.14569/ijacsa.2020.0110866
Wang, W., & Siau, K. (2019). Artificial intelligence, machine learning, automation, robotics, future of work and future of humanity: A review and research agenda. Journal of Database Management, 30(1), 61-79. https://doi.org/10.4018/jdm.2019010104
Webber, K. L., & Zheng, H. (2020). Data analytics and the imperatives for data-informed decision-making in higher education. In K. L. Webber, & H. Y. Zheng (Eds.), Big data on campus: Data analytics and decision making in higher education (pp.3-29). Johns Hopkins University Press.
Werner, K., & Woessmann, L. (2021). Will the COVID-19 pandemic leave a lasting legacy in children’s skill development? CESifo Forum, 22(6), 33-40.
Wong, F. M., Kan, C. W., & Chow, S. K. (2022). From resistance to acceptance in small group work: Students’ narratives. Nurse Education Today, 111, 105317. https://doi.org/10.1016/j.nedt.2022.105317
Yong, T., Wei, Y., Hongzhi, W., Can, W., Qiang, G., Tianjing, W., & Yanhao, H. (2022). Artificial intelligence techniques for power grid simulation analysis and decision making. In Proceedings of the Chinese Society of Electrical Engineering. https://doi.org/10.13334/j.0258-8013.pcsee.220015
Yucel, U., & Usluel, Y. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers & Education, 97, 31-48. https://doi.org/10.1016/j.compedu.2016.02.015
Zhang, Q., Lin, S., Liu, J., & Zhang, J. (2021). Role of college environment on students’ soft skills: Achievement goal structure. College Teaching, 70(4), 422-432. https://doi.org/10.1080/87567555.2021.1971603
Zhipeng, Z., Xuesong, G., Ting, L., & Chwee, L. (2022). Language learners’ emotion regulation and enjoyment in an online collaborative writing program. Studies in Second Language Learning and Teaching, 12(3), 459-481. https://doi.org/10.14746/ssllt.2022.12.3.6

Citation

Mena-Guacas, A. F., Urueña Rodríguez, J. A., Santana Trujillo, D. M., Gómez-Galán, J., & López-Meneses, E. (2023). Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review. Contemporary Educational Technology, 15(3), ep428. https://doi.org/10.30935/cedtech/13123

Mena-Guacas, A. F., Urueña Rodríguez, J. A., Santana Trujillo, D. M., Gómez-Galán, J., and López-Meneses, E. (2023). Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review. Contemporary Educational Technology, 15(3), ep428. https://doi.org/10.30935/cedtech/13123

Mena-Guacas AF, Urueña Rodríguez JA, Santana Trujillo DM, Gómez-Galán J, López-Meneses E. Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review. CONT ED TECHNOLOGY. 2023;15(3), ep428. https://doi.org/10.30935/cedtech/13123

Mena-Guacas, Andres F., Jairo Alonso Urueña Rodríguez, David Mauricio Santana Trujillo, José Gómez-Galán, and Eloy López-Meneses. "Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review". Contemporary Educational Technology 2023 15 no. 3 (2023): ep428. https://doi.org/10.30935/cedtech/13123

Mena-Guacas, Andres F. et al. "Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review". Contemporary Educational Technology, vol. 15, no. 3, 2023, ep428. https://doi.org/10.30935/cedtech/13123

Mena-Guacas AF, Urueña Rodríguez JA, Santana Trujillo DM, Gómez-Galán J, López-Meneses E. Collaborative learning and skill development for educational growth of artificial intelligence: A systematic review. CONT ED TECHNOLOGY. 2023;15(3):ep428. https://doi.org/10.30935/cedtech/13123