Adapting Interaction Analysis to Support Evaluation and Regulation: A Case Study

Interaction analysis has become a basic function in the field of collaborative learning, as a means for supporting both regulation and evaluation of collaborative learning processes. In spite of the fact that these processes rely on the same basic functionalities, there is a lack of proposals or systems that integrate them. The most outstanding difference between the tools that support either of the approaches is that they are oriented to different types of users. Then, an interaction analysis tool able to adapt to different roles would be able to perform both functionalities. This paper presents an experience performed in an authentic learning scenario using interaction analysis for supporting regulation for students and evaluation for teachers adapting its functionality depending on analysis needs of teacher and learners that participate in the activity. A first evaluation carried out shows that the participants assess positively this experience and consider the information received easy to understand, reliable, useful and capable to modify their way of collaboration.