#106: Age Differences in Cognitive Engagement and Their Association with Learning Performance in Collaborative Learning with Concept Maps: Experimental Investigation Using Epistemic Network Analysis

With the aging global population, lifelong learning is gaining attention. However, research on older adults’ learning remains limited. This study reanalyzed collaborative learning with concept maps data from a previous study by applying the Interactive–Constructive–Active–Passive (ICAP)-based utterance analysis and network analysis to examine older adults’ knowledge construction. By comparing them with young adults, we investigated the differences in learning processes and their effects on learning performance. Utterances were ICAP-classified and analyzed using epistemic network analysis. Young adults enhanced their learning by claiming their idea and reconstructing their understanding from others’ knowledge (Constructive and Interactive). Conversely, older adults mainly engaged in recalling information (Active) and reflecting on a partner’s concept map (Interactive). These findings clarify the mechanisms of older adults’ learning from a theoretical computer-supported collaborative learning perspective and highlight the need for designs of support systems that compensate for Constructive and Active.