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1 INTRODUCTION The immense popularity of online videos as a resource for knowledge does not come without its challenges (Navarrete et al., 2021; Smith et al., 2018).
Abstract Orchestrating collaborative learning in the classroom involves tasks such as forming learning groups with heterogeneous knowledge and making learners aware of the knowledge differences. However, gathering information on which the formation of appropriate groups and the creation of graphical knowledge representations can be based is very effortful for teachers.
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