Exploring the Impact Mechanism of Students’ Collaborative Problem Solving Abilities on Academic Performance in a Computer-supported Knowledge Building Environment

With the advancement of information technology, Computer-Supported Knowledge Building (CSKB) has become a crucial educational paradigm. Collaborative Problem Solving (CPS) is a key skill in CSKB, enhancing individual cognitive abilities and interpersonal communication skills. Existing research shows that students engaging in CPS often develop stronger critical thinking and creative problem solving skills. However, the specific mechanisms through which CPS impacts academic performance in CSKB contexts remain to be explored. This study focuses on 51 undergraduate students from various majors, based on a three-stage instructional model. By integrating the Knowledge Forum platform with the KBDeX analysis tool, this study aims to delve into the specific mechanisms by which computer-supported collaborative problem solving abilities impact student academic performance during the process of knowledge building. The findings reveal a significant positive correlation between the number of students’ personal notes and their academic performance, verifying the facilitative effect of knowledge externalization behaviors on the internalization of learning. Furthermore, this study uncovers the hierarchical mechanism of CPS abilities effects within CSKB environments, emphasizing the importance of phased instructional design, which provide theoretical evidence for optimizing computer-supported educational interventions and offer guidance for curriculum development, instructional strategies, and practical integration of technology in education.