{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,12]],"date-time":"2026-02-12T16:16:37Z","timestamp":1770912997121,"version":"3.50.1"},"reference-count":46,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,11,29]],"date-time":"2025-11-29T00:00:00Z","timestamp":1764374400000},"content-version":"am","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,11,29]],"date-time":"2025-11-29T00:00:00Z","timestamp":1764374400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,11,29]],"date-time":"2025-11-29T00:00:00Z","timestamp":1764374400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/100000001","name":"National Science Foundation","doi-asserted-by":"publisher","award":["1822861"],"award-info":[{"award-number":["1822861"]}],"id":[{"id":"10.13039\/100000001","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Traditionally, combining individual and collaborative learning happens in a pre\u2010planned and synchronised manner where the whole class switches between activities at the same time. However, in an era where personalised learning is showing great promise, a more dynamic way of combining the two activities may lead to better learning outcomes and\/or be preferred by teachers and students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>The current study aims to study teachers' and students' perspectives on two ways of combining individual and collaborative learning, as well as compare their potential differences in learning outcomes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Working with 195 students in 13 middle\u2010school classes, we conducted an experimental study with two conditions: Dynamic and Standard. The Dynamic condition allows personalized, self\u2010paced, and real\u2010time pairing up of students as the need arises in class; in the Standard condition, by contrast, students switch between activities in a pre\u2010planned manner, which happens at the same time for everyone in the class. We examined students' learning outcomes as the primary dependent measure, complemented by analyses of process data and stakeholder perceptions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>This study provides one of the first empirical examinations comparing dynamic versus pre\u2010planned combinations of individual and collaborative learning in authentic classroom settings. By triangulating quantitative learning data with stakeholder insights, we provide valuable findings and design implications for researchers and educational technology practitioners. We found that both conditions supported significant learning gains, with the Standard condition showing greater collaboration efficiency. While learning outcomes were comparable, both teachers and students favoured the dynamic approach for its flexibility and pedagogical value. This study steps closer to the future of highly personalized smart classrooms that can address the unique needs of each student.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcal.70158","type":"journal-article","created":{"date-parts":[[2025,11,29]],"date-time":"2025-11-29T17:13:51Z","timestamp":1764436431000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Comparing Dynamic Versus Pre\u2010Planned Combinations of Individual and Collaborative Learning in a Classroom Experiment"],"prefix":"10.1111","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8132-0166","authenticated-orcid":false,"given":"Kexin Bella","family":"Yang","sequence":"first","affiliation":[{"name":"Carnegie Mellon University  Pittsburgh Pennsylvania USA"}]},{"given":"Yiliu","family":"Pan","sequence":"additional","affiliation":[{"name":"Carnegie Mellon University  Pittsburgh Pennsylvania USA"}]},{"given":"Menghan","family":"Liu","sequence":"additional","affiliation":[{"name":"University of Washington  Seattle Washington USA"}]},{"given":"Nikol","family":"Rummel","sequence":"additional","affiliation":[{"name":"Ruhr University Bochum and CAIS  Bochum Germany"}]},{"given":"Vincent","family":"Aleven","sequence":"additional","affiliation":[{"name":"Carnegie Mellon University  Pittsburgh Pennsylvania USA"}]}],"member":"311","published-online":{"date-parts":[[2025,11,29]]},"reference":[{"key":"e_1_2_14_2_1","doi-asserted-by":"publisher","DOI":"10.1109\/TLT.2012.7"},{"key":"e_1_2_14_3_1","first-page":"165","volume-title":"Design Recommendations for Intelligent Tutoring Systems: Volume 1 \u2013 Learner Modeling","author":"Aleven V.","year":"2013"},{"key":"e_1_2_14_4_1","doi-asserted-by":"publisher","DOI":"10.1109\/ACCESS.2025.3531241"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.1145\/3173225.3173243"},{"key":"e_1_2_14_6_1","unstructured":"Aronson E.1978.The Jigsaw Classroom.https:\/\/psycnet.apa.org\/fulltext\/1980\u201051351\u2010000.pdf."},{"key":"e_1_2_14_7_1","unstructured":"Berg K. 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