Developing Undergraduate Students' Collaborative Problem Solving Ability through Data-supported Reflection

In the context of rapid development of knowledge economy, Collaborative Problem Solving (CPS) ability has become an important concern in the field of education, which not only embodies the ability of individuals to solve problems independently, but also emphasizes the importance of effective communication and cooperation among team members to deal with complex tasks. For college students, CPS is a key component of their comprehensive literacy, which helps them adapt to the challenges of the future workplace. This study designed and tested an instructional model incorporating data-supported reflection with the aim of exploring the model's impact on college students' CPS behaviors and their development of viewpoint complexity and metacognition. Data-supported reflection provided students with objective feedback to help them accurately assess their own and their team's performance, thereby optimizing learning strategies and improving self-regulation and metacognition. The results indicated that this instructional model significantly enhanced students' CPS behaviors and promoted growth in viewpoint complexity and metacognitive development. Through data-supported reflection, students were able to more effectively engage in collaborative problem solving in a team environment and promote depth and breadth of knowledge building. This not only enhanced individual learning, but also improved the overall effectiveness of the team, providing a solid foundation for developing college students with higher-order thinking skills and innovation.