The GD advantage in total grounds and total conceptual essay quality depended on topic length: it held for short to average topics and disappeared for longer topics.¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Significant condition-by-topic-length interactions were found for total grounds quality and total conceptual quality; GD groups' advantage disappeared when topics were longer. → Jeroen Janssen 2008

Evidence¶

Jeroen Janssen 2008¶

Jeroen Janssen, Gijsbert Erkens, Paul A. Kirschner, Gellof Kanselaar. (2008). Effects of representational guidance during computer-supported collaborative learning. Instructional Science. https://doi.org/10.1007/s11251-008-9078-1

q3 · i? · causal · r2

ANCOVA interaction tests on the essay-quality data of the 39-group study; the article reports significant condition-by-length interactions and that differences disappeared for longer topics.

"Finally, statistically significant interactions between condition and length were found for total grounds quality and total conceptual quality. The regression coefficients indicate that when GD groups wrote short to average topics their total grounds and conceptual quality was significantly higher compared to TD groups. When GD groups wrote longer topics these differences disappeared, however."

Discussion¶

Related Claims¶

• GD groups wrote essays significantly better in total grounds quality, total conceptual quality, and average conceptual quality, but did not cover more topics and were not better in average grounds quality. — related
• Groups using the Graphical Debate-tool constructed representations of significantly higher quality than groups using the Textual Debate-tool, for both debate positions. — related
• Students in the GD and TD conditions did not differ significantly in time online or in adding, editing, or deleting elements in the Debate-tool. — related