In the main study, wiki contribution frequency indirectly mediated the effect of script on post-test learning, while the direct script effect was not significant¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An OLS path analysis with BCa bootstrapping showed DDR students contributed more (a = 8.55), heavier contributors scored higher at post-test (b = 0.024), and the indirect effect ab = .21, 95% CI [.02, .52], excluded zero. → Heimbuch 2018 q2 i? The total (unmediated) effect of script on post-test scores was not significant, F(1, 67) = 0.89, p = .349, R² = .01. → Heimbuch 2018 (2)

Evidence¶

Heimbuch 2018¶

Heimbuch, S., Ollesch, L., & Bodemer, D. (2018). Comparing effects of two collaboration scripts on learning activities for wiki-based environments. University of Duisburg-Essen. https://doi.org/10.1007/s11412-018-9283-0

q2 · i? · causal · r2

OLS path analysis with bias-corrected and accelerated bootstrapping (10,000 resamples) in the main study; the bootstrap CI for the indirect effect was "entirely above zero, ab = .21, 95% CI [.02, .52]". No standardized effect size is printed here.

"Students in the DDR wiki made on average more contributions to the wiki than students in the BRD group, a = 8.55, 95% CI [1.52, 15.57]. Thus, students who contributed more to the wiki were more likely to achieve a higher post-test score, b = 0.024, 95% CI [0.006, 0.043]."

Heimbuch 2018 (2)¶

Heimbuch, S., Ollesch, L., & Bodemer, D. (2018). Comparing effects of two collaboration scripts on learning activities for wiki-based environments. University of Duisburg-Essen. https://doi.org/10.1007/s11412-018-9283-0

q2 · i? · causal · r2

Same main-study mediation section: the unmediated total-effect model found no significant direct script effect on post-test learning; equivalence was not tested. R² = .01 is not treated as an effect size here.

"The total effect model for the unmediated effect highlights that the data do not sufficiently support a direct effect of the collaboration script on learning outcomes in the post-test, F(1, 67) = 0.89, p = .349, R² = .01, 95% CI [.00, .12]."

Discussion¶

Related Claims¶

• In the main study, NCC, metacognitive strategies, and intrinsic motivation moderated contribution frequency but showed no significant conditional effects on learning gains
• In the main study, learning gains from pre-test to post-test were not directly influenced by the collaboration script, though all students improved significantly over time — related
• Learning with collaboration scripts outdoors yields biology knowledge gains in both iterations, with joint regulation activities mediating script-component effects — related
• In the main study, BRD articles were longer, but DDR articles had a lower relative error rate, and article length correlated positively with errors — related
• In the main study, the DDR script induced far more talk-page discussion contributions and fewer article edits than the BRD script — related