{'fraction_non_alphanumeric': 0.015306122448979591, 'fraction_numerical': 0.004081632653061225, 'mean_word_length': 5.248407643312102, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Study on the Behavior Pattern of Collaborative Knowledge Construction by Analyzing the Design Tasks in Collaborative Learning

The rapid development of technology has changed the traditional education and teaching methods. It has become a hot topic in the field of education to emphasize the cultivation of multi-ability collaborative learning. From the perspective of learning analysis, the research focuses on the design tasks of collaborative learning. Taking part of the participants of 2019 Global Design Competition for Future Education as the research object, the LSA is used to explore the differences in the sequence of behavior activities of the participants in the early and later stages of completing the design projects. The results show that in the early stage, sharing and argumentation are the core, emotional communication is the focus; in the later stage, argumentation, summary and modification are the core, and then the questions, and answers are the focus.