Methodological study demonstrates shifting vocabulary patterns and diversified peer referencing in collaborative learners, highlighting structural metrics of conceptual deepening.
This study proposes an analytical framework that integrates three components: SBERT-based semantic importanceevaluation with task-specific variable thresholds (serving as a word-selection foundation), co-occurrencenetwork analysis, and bipartite graph analysis, to visualize vocabulary usage patterns and reference relationships incollaborative learning activities using a cross-referencing learning support system. Co-occurrence network analysisdetected that hub words shifted from observational vocabulary to theoretical vocabulary as the course progressed,with metacognitive vocabulary emerging in reflection tasks. Bipartite graph analysis detected that shared words increasedfrom 2 to 11, and reference targets diversified from concentration on a single learner to distribution amongmultiple learners. These detected structural patterns conceptually correspond to the three aspects of “deepening oflearning” defined in this study, illustrating the descriptive capability of the proposed analytical framework to capturesuch structural indicators. This study represents an initial stage of method-development research, and whether thesestructural changes are causally attributable to the cross-referencing functions or strategic task arrangement remainsan open question for future investigation with comparative conditions.
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Shinbe et al. (2026) studied this question.
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