A multimodal analysis of college students’ collaborative problem solving in virtual experimentation activities: a perspective of cognitive load

Abstract

Distance education programs have become the preferred option for most higher education institutions to continue teaching during the COVID-19 pandemic, but the effectiveness of some online courses, especially those engineering courses with experimentation activities, remains disputed. The main challenge is fostering collaborative problem solving skills for novice students as online collaboration increases their cognitive load. This research thus tapped into novice engineering students’ cognitive load to develop a more granular, multimodal view of how cognitive load influences student performance in collaborative problem solving during virtual experimentation activities. The findings of this research provided significant implications for the future design and implementation of virtual laboratories in computer science engineering education.