How does task complexity affect group processes and dynamics in computer-supported collaborative learning? An analysis of structural relationships between perceived task complexity, group atmosphere, group cohesion, transactive memory

Abstract

Task complexity emerges as one of the factors affecting the computer-supported collaborative learning (CSCL) process, group dynamics, and processes. Upon reviewing the literature, it becomes apparent that there are conflicting results regarding the impact of escalating task complexity on group dynamics and collaboration processes. The lack of clear findings in the literature on how task complexity affects group processes in CSCL makes instructors uncertain about how to adjust the level of task complexity in CSCL processes. This uncertainty may lead to the negative effects of assigning tasks that are too difficult or too easy on group processes. The starting point of this research is whether giving complex tasks in CSCL improves group dynamics and collaboration. This study aimed to explore the effects of task complexity on group atmosphere, group cohesion, and the group's transactive memory system in CSCL. One distinctive feature of this research within the educational context is the utilization of Zoom as the platform for CSCL. Although Zoom is used extensively for cooperative learning, especially after the pandemic, less research is examining its use in terms of CSCL. Zoom has been widely used due to its ease of use, high speed, and capacity, and CSCL features such as a whiteboard. However, there is a need for research in the literature regarding the collaborative learning process and outcomes using Zoom as a CSCL tool. The research was conducted on 166 university students studying in the field of computer science education. The analysis was carried out in the programming education course, which was taught with the CSCL method. Self-report scales of perceived task complexity, group atmosphere, group cohesion, and transactive memory were used in the research. Path analysis was performed in the study of the data. Research findings show that perceived task complexity greatly influences the transactive memory system. As task complexity decreases, the group's transactive memory system develops. It was seen that the transactive memory system had no effect on group cohesion, and group cohesion had a significant effect on the group atmosphere. Depending on the increase in group cohesion, the group atmosphere develops. Based on the research findings, several recommendations were provided for researchers and educators to manage the structure and processes of CSCL groups and to adjust task complexity.