Scaffolding Reshapes Dialogic Engagement in Collaborative Problem Solving: Comparative Analysis of Two Approaches

Abstract. Supporting learners during Collaborative Problem Solving (CPS) is a necessity. Existing studies have compared scaffolds with maximal and minimal instructional support by studying their effects on learning and behaviour. However, our understanding of how such scaffolds could differently shape the distribution of individual engagement and behaviours across different CPS phases remains limited. This study applied Heterogeneous Interaction Network Analysis (HINA) and Sequential Pattern Mining (SPM) to uncover the structural effects of scaffolding on different phases of the CPS process among 78 students aged 14 - 15 years in authentic educational settings. Students with the maximal scaffold demonstrated higher dialogic engagement across more phases than those with the minimal scaffold. However, they demonstrated extensive scripting behaviours across the phases, evidencing the presence of overscripting. Although students with the minimal scaffold demonstrated more problem solving behaviours and fewer scripting behaviours across the phases, they repeated particular behaviours in multiple phases and progressed more to socialising behaviours. In both scaffold conditions, problem solving behaviours rarely progressed to other problem solving behaviours. The paper discusses the implications for scaffold design and teaching practice of CPS, and highlights the distinct yet complementary value of HINA and SPM approaches to investigate students’ learning processes during CPS.