Research – Marcela Borge

Research Projects and Affiliations

My research group, The Collective Cognition and Design Group, is currently focused on two research projects centering on the use of technology to enhance collective thinking processes (see active projects below). The most recently funded project focuses the design of technologically enhanced informal environments to support the development of design thinking. This project is supported by two Penn State initiation grants and an NIH grant. As part of this project my research group is working with an after school program to develop an after-school design club for young students ages 8-12. This project provides hands on opportunities to work with young learners. Our graduate students learn how to create and maintain a community of learners, collect and analyze data in real-world K-12 design contexts, and help young learners to regulate complex learning processes.

We are in the process of investigating the following research questions: what are the strengths and weaknesses of young learners’ collective thinking processes when solving design problems; to what extent do different popular gaming and programming/design technologies support or hinder social learning processes and the development of higher-order thinking; how do teacher facilitation moves impact the development of a design learning community; how do young learners learn to regulate collaborative practices over time as part of a learning community; to what extent can mobile-eye tracker technology capture engagement and potential learner problems; and how do different forms of technology support higher quality collaboration and student control over learning trajectories. Recent papers describing this project include:

(Students*)

Borge, M., *Toprani, D., & *Yan, S. (2020). Embedded modeling: A method for developing underlying design thinking skills. Computer Science Education 40(1), 47-71. DOI:10.1080/08993408.2019.1688592
*Yan, S., & Borge, M. (2020). Learning from design failure, collaboratively. In M. Gresalfi and I.S. Horn (Eds.),The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 302-309). Nashville, TN: International Society of the Learning Sciences. DOI:10.22318/icls2020.302. Winner of Best Student Paper award.
*Xia, Y., & Borge, M. (2020). Collaborative agency that drives collaborative problem-solving and learning. In M. Gresalfi and I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1221-1228). Nashville, TN: International Society of the Learning Sciences. DOI:10.22318/icls2020.1221
Borge, M. & Mercier, E. (2019). Towards a micro-ecological approach to CSCL. The International Journal of Computer Supported Collaborative Learning . 14(2), 219-235. DOI:10.1007/s11412-019-09301-6
*Fu, X., Nelson, E., Borge, M., Buss, K., & Perez-Edgar, K. (2019). Stationary and ambulatory attention patterns are differentially associated with early temperamental risk for socioemotional problems: Preliminary evidence from a multimodal eye-tracking investigation.
Development and Psychopathology 31 (3), 971-988. DOI: 10.1017/S0954579419000427
*Toprani, D., *AlQahtani, M., & Borge, M. (2019). Children’s Interaction around Digital Technology in Collaborative Learning Environments. In K. Lund, G.P. Niccolai, E. Lavoué, C.H. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019. (2), (pp. 589-592). DOI: 10.22318/cscl2019.589
*Jung, Y., *Toprani, D., *Yan, S., & Borge, M. (2017). Children’s participation in rule-making to mitigate process problems in CSCL. In B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Eds.),
Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2, (pp. 4). Philadelphia, PA: International Society of the Learning Sciences. DOI: 10.22318/cscl2017.101
*Toprani, D., *Yan, S., & Borge, M. (2016). A comparative analysis of the collaboration process across different technologies. In Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education (FabLearn ’16). ACM, New York, NY, USA, 66-69. DOI:10.1145/3003397.3003407
Borge, M., *Yan, S., Shimoda, T., & *Toprani, D. (2016). Moving beyond making: Towards the development of ThinkerSpaces. In the Workshop Proceedings of (ACM)Sig CHI2016(San Jose, California, May 7– 12). ACM.

The other active project began as an NSF funded collaboration with Carolyn Rosé at CMU. As part of this work I developed a Computer-Supported Collaborative Learning environment, called CREATE, with my long-time collaborator Todd Shimoda. This online environment was designed to help students assesses the quality of their collective sense-making processes and support the development of sociometacognition: the knowledge of and ability to regulate collaborative processes. We have also been examining how different features and learning tools affect the development and practices of online communities of learners. More recently, we have been implementing the CREATE system activities within multicultural psychology courses in collaboration with José Soto (Penn State) and Jasmine Mena (Bucknell University). Together we have been examining whether and how the CREATE system can support multi-cultural collaborative learning. Recent papers from this project include:

(*Student at time of submission)

Borge, M., Soto, J. A., *Aldemir, T., & Mena, J. A. (2020). Building Multicultural Competence by Fostering Collaborative Skills.Teaching of Psychology. DOI:10.1177/0098628320977421 (published online first).
*Aldemir, T. & Borge, M. (2020). Unpacking collaborative sense-making: The role of reflective accuracy in collaborative process quality. In M. Gresalfi and I.S. Horn (Eds.),
The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1709-1712). Nashville, TN: International Society of the Learning Sciences. DOI:10.22318/icls2020.1709
*Xia, Y., & Borge, M. (2020). Examining the relationship between calibration and reflection in an online discussion environment. In M. Gresalfi and I.S. Horn (Eds.),The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1293-1300). Nashville, TN: International Society of the Learning Sciences. DOI:10.22318/icls2020.1293
*Aldemir, T., & Borge, M. (2019). Unpacking Socio-Metacognitive Sense-Making Patterns to Support Collaborative Discourse. In K. Lund, G.P. Niccolai, E. Lavoué, C.H. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019.Volume 2, (pp. 945-946). Lyon, France: International Society of the Learning Sciences. DOI:10.22318/cscl2019.320
*Xia, Y., *Lee, H., & Borge, M. (2019). Exploring Students’ Self-assessment on Collaborative Process, Calibration, and Metacognition in an Online Discussion. In K. Lund, G.P. Niccolai, E. Lavoué, C.H. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 620-623). Lyon, France: International Society of the Learning Sciences. DOI: 10.22318/cscl2019.945
Borge, M., & Shimoda, T. (2019). Designing a computer-supported-collective regulation system: A theoretically informed approach.Technology, Instruction, Cognition, & Learning 11(2-3), 193-217. https://www.oldcitypublishing.com/journals/ticl-home/ticl-issue-contents/ticl-volume-11-number-2-3-2019/ticl-11-2-3-p-163-192/
Borge, M.,*Ong Shiou, Y., & Rosé, C. (2018). Learning to monitor and regulate collective thinking processes.International Journal of Computer-Supported Collaborative Learning, 13 (1), 61-92. https://doi.org/10.1007/s11412-018-9270-5
Borge, M. (2017). Rethinking how we support online learning in the age of isolation and information abundance: An introduction to The CREATE system. International Journal on Innovations in Online Education, 22.
*JooYoung, S., *AlQahtani, M., *Ouyang, X., & Borge, M. (2017). Embracing students with visual impairments in CSCL. In B. K. Smith, M. Borge, E. Mercier, K. Y. Lim (Eds.),
Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2, (pp. 4). Philadelphia, PA: International Society of the Learning Sciences. DOI:10.22318/cscl2017.81
*Shiou Ong, Y., & Borge, M. (2016). Joint idea-building in online collaborative group discussions. In C. K. Looi, J. L. Polman, U. Cress, and P. Reimann (Eds.), Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 878-881). (1), (pp. 8). Singapore: International Society of the Learning Sciences. DOI:10.22318/icls2016.36