ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1605499
Does Digital Collective Learning Improve with More Participants? An Experiment on a Collective Learning Platform
Provisionally accepted
- University of Zaragoza, Zaragoza, Spain
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The emergence of the Internet in the educational field has opened a significant number of possibilities, including interactive “virtual spaces” of collaboration in groups of many different sizes. Based on the principles of collective intelligence, our collaborative learning platform proposes an interaction model in which participants gradually reach solutions to a problem through a series of interaction processes that culminate in a step where consensus is reached. In our study, we compare results gathered from three groups of 11-to-12-year-old students (274, 56 and 69 participants) who dealt on the platform with a task related to emotional competencies in online environments. Large numbers of participants are possible on this platform thanks to its flexible design. Participants worked in seven phases to solve five questions with different answer formats based on a case study of social comparison on social networks. Results reveal differences in terms of evolution according to group size: the largest group achieved the best results. We analyzed the results through a series of variables that reveal further statistically significant differences among groups working on the same task in this novel learning environment.
Keywords: group size, Collaborative Learning, collective intelligence, Speech, Socioemotional competencies, social networks, Interaction
Received: 03 Apr 2025; Accepted: 04 Jul 2025.
Copyright: © 2025 Orejudo, Casanova, Cano Escoriaza and Cebollero-Salinas. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Santos Orejudo, University of Zaragoza, Zaragoza, Spain
Ana Belén Cebollero-Salinas, University of Zaragoza, Zaragoza, Spain
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