Examining the Role of Verbal Interaction in Team Success on a Design Challenge

Abstract

Collaboration is an essential component of many project-based learning environments; however, verbal interactions within groups can be ineffective. Extending previous research, this study investigated verbal interactions within teams of high school students as they solved a prototypical design-task called the Earthquake task. Videotaped performance assessments of high and low performing teams were analyzed in depth. Teams were categorized as high and low performing using two different methods: (1) highest successful structure built and, (2) percentage of successful designs. Results suggest that teams engaged in three different patterns of verbal interactions: Accept-Build, Accept-Build-Discuss- Modify, and Discussion. High performing teams most often engaged in, and were most successful when, their verbal interactions followed the Accept-Build-Discus-Modify pathway. The instructional implications of these results for promoting productive group collaboration and future research directions are discussed.