Investigating social interaction processes in challenging collaborative learning situations—the role of emotions

Abstract This study explores social interaction processes in challenging collaborative learning situations and their relation to learners’ emotional states. Earlier research indicates that collaborative learning can be hindered by cognitive and socioemotional challenges; however, little is known about learners’ interactions in these situations and how emotions may shape them. This study employs a theory-guided experimental research design. The participants in this study were general upper secondary school students (15–16 years old) working in six collaborative groups of three on a task to create a breakfast smoothie. During the task, the groups received external cognitive and emotional triggers designed to challenge the collaborative learning process. Video-recorded data were examined through qualitative analysis, where social interaction episodes consisting of sequential individual turns ( N = 1357) were coded. The qualitative coding resulted in eight categories for the social interaction episodes, which were further examined with statistical analyses and visualizations. In addition, situational self-report data were analyzed to identify students’ emotional states as conditions for learning when entering collaboration. The results revealed that collaborative learning groups’ social interactions mostly continue their own course, regardless of external trigger events. However, there were associations between students’ emotional states and their participation in social interactions, particularly following the emotional triggers. The findings highlight the multifaceted nature of social interactions shaped by emotions and contribute to a better understanding of how learners interact in the face of challenges. Practical implications for fostering learners’ positive emotions for effective learning in collaborative groups are discussed.