Abstract:

Collective intelligence is the ability to solve a variety of tasks in a group more effectively than individually. When the environment in which this happens is the digital space, the number of participants can increase very significantly, but environments need to be created to ensure that there is real interaction between participants. The Collective Learning tool offers the possibility to work together in an anonymous, synchronous and virtual way and to tackle different types of tasks. Due to the characteristics of this platform of anonymity and online interaction, it is an ideal context in which to transfer the learning of socio-emotional competences for adolescents. However, it is necessary to verify that participants in this type of context are actually capable of learning during the interaction processes that take place in this digital space.

Therefore, the aim of this work is to test whether there is a change in the digital stereotypes held by 78 secondary school students participating in a working session within the Collective Learning tool. During the 40-minute session, the students had to analyse a case designed by the research team, in which a hypothetical situation occurred in a game of the video game League of Legends and in which the participants reproduced different gender stereotypes.

The quantitative results of the study showed no evolution in the identification of digital stereotypes during the working session, which was attributed to a possible ceiling effect of some questions. A high level of consistency and relationship was found between the proposed questions, and a positive relationship was found between the length of the participants' answers and the complexity and presence of socio-emotional e-competences in them.

Keywords:

Collective Learning, Collective Intelligence, adolescents, digital stereotypes, socio-emotional e-competences.