The degree of additional content-related support does not significantly moderate CSCL script effects on either outcome¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2017 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? For collaboration skills, the difference between the content-information-only and content-scaffolds subgroups was not statistically significant. → Freydis Vogel & Christof Wecker & Ingo Kollar & Frank Fischer 2016
Evidence¶
Freydis Vogel & Christof Wecker & Ingo Kollar & Frank Fischer 2016¶
Freydis Vogel & Christof Wecker & Ingo Kollar & Frank Fischer. (2016). Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis. Educ Psychol Rev (2017) 29:477–511. https://doi.org/10.1007/s10648-016-9361-7
q3 · i? · quant-synthesis · r?
For collaboration skills, no mean effect could be estimated for the no-support subgroup (k = 1); the information-only (d = 1.13) and content-scaffolds (d = 0.70) subgroups did not differ significantly.
"The difference between the two remaining subgroups was not statistically significant, Q(df = 1) = 0.78, p = .38. The post hoc power was 14.3 %."
Discussion¶
Related Claims¶
- Whether a CSCL script prompts transactive activities does not significantly moderate its effects on domain-specific knowledge, and for collaboration skills the difference runs opposite to the expected direction — related
- The script level a CSCL script mainly targets does not significantly moderate its effects on domain-specific knowledge or collaboration skills — related
- Subject discipline significantly moderates CSCL script effects on collaboration skills, while study duration and measurement level do not significantly moderate effects — related
- CSCL scripts have a non-significant positive effect on learners' motivation compared to unstructured collaborative learning — related
- The effect of CSCL scripts on collaboration skills is significantly greater than their effect on domain-specific knowledge — related
- Measuring outcomes at the individual versus group level did not significantly moderate CSCL script effects — related
- The effectiveness of CSCL scripts for domain learning does not significantly depend on the number of different collaborative activities prompted — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
content-support-moderator-not-significant |
title |
The degree of additional content-related support does not significantly moderate CSCL script effects on either outcome |
description |
The degree of additional content-related support does not significantly moderate CSCL script effects on either outcome |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — freydis-vogel-christof-wecker-ingo-kollar-frank-fischer-2016 |
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