  The purpose of this study is to propose a model that predicts the social and
psychological factors that affect the individuals collaborative learning
outcome in group projects. The model is established on the basis of two
theories, namely, the multilevel analysis and the cooperative game theory
(CGT). In CGT, a group of players form a coalition and a set of payoffs for
each member in the coalition. Shapely values is one of the most important
solution concepts in CGT. It represents a fair and efficient distribution of
payoffs among members of a coalition. The proposed approach was applied on a
sample that consisted of 78 freshman students, in their first semester, who
were studying philosophical thinking course and instructed by the same
professor. Tools for the data collection included self-assessments, peer
assessments, quizzes and observations. The research concluded that learning
outcome and contribution are best prophesied by the extent of engagement the
content is purveying. Whereas personality traits, as well as, learning styles
have the least impact on contribution. In addition, results show that Shapley
values can be used as good vaticinators for individuals learning outcomes.
These results indicate that CGT can be used as a good engine for analyzing
interactions that recur in collaborative learning.
