Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this systematic review was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c) ways of supporting productive CPS by using digital resources. We conducted a thematic analysis of 160 selected papers from a larger corpus and identified six main themes, that is, groups of characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/problem-solving strategies; regulation of group activity oriented towards the task; regulation of group activity oriented towards group members; and participant engagement in CPS. We found that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identified two major roles of digital resources in adolescent CPS. The first role pertained to ICT as a source of relevant knowledge or a tool for problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding comments refer to educational implications.

中文翻译：

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是什么让同伴协作解决问题变得富有成效或毫无成效：定性系统评价

全球对协作解决问题（CPS）的需求引发了对教育背景下同伴协作的研究。本系统综述的目的是确定以下方面的研究结果并将其系统化：(a) 教育背景下青少年通过数字设备进行高效和非高效面对面 (f2f) 或同步 CPS 的特征，(b) 培训和脚手架模式使青少年能够参与富有成效的 CPS，以及 (c) 通过使用数字资源支持富有成效的 CPS 的方法。我们对来自较大语料库的 160 篇精选论文进行了主题分析，确定了六个主题，即 CPS 的特征组：社会认知方面；社会情感方面；任务/问题解决策略的质量；以任务为导向的团体活动的监管；针对团体成员的团体活动的监管；以及参与者对 CPS 的参与。我们发现，在努力为成功的 CPS 做出贡献时，成年人（教师/研究人员）可以通过三种方式调节同伴互动，即关注认知过程、小组讨论或课堂管理。关于第三个目标，我们确定了数字资源在青少年 CPS 中的两个主要作用。第一个角色涉及信息通信技术作为相关知识的来源或解决问题的工具，另一个角色涉及同行协作和信息通信技术作为脚手架协作的工具。讨论了本次审查中出现的所有特征，结论性意见涉及教育意义。