#599: Socially Shared Metacognitive Regulation (SSMR): Comparative Analysis of Strategies and Adaptations in Teams with Divergent Outcomes during CPS

Collaborative problem-solving (CPS) for ill-structured problems is an integral part of various learning settings, where teams apply varied SSMR strategies and perform necessary adaptations. The effective application and adaptation of SSMR strategies contribute to CPS success, making their investigation crucial for understanding SSMR's in CPS. This study undertakes a comparative analysis of SSMR strategy application and adaptation in teams with divergent outcomes during ill-structured CPS. Five engineering teams (NLearners=20) completed four-hour programming-related ill-structured CPS tasks in a closed lab setting. Teams were classified as more and less successful outcome teams (MSOT and LSOT) using an evaluation rubric. Verbal interactions (of 20 hours) were analyzed using a mixed-methods approach combined with comparative thematic analysis. Considerable differences were found between MSOT and LSOT regarding SSMR strategy application and adaptation. These differences are presented through comparative frequency analysis and thematic representations, revealing distinctions in how MSOT and LSOT strategize and adapt during CPS.