The effectiveness of CSCL scripts for domain learning does not significantly depend on the number of different collaborative activities prompted¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For domain learning, effects of CSCL scripts prompting one, two, or three types of collaborative activities did not differ significantly (Q(5) = 3.19, p = .67). → Radkowitsch 2020 q2 i? For collaboration skills, the effect also did not depend significantly on the number of prompted activities (Q(2) = 2.87, p = .24), though descriptively scripts prompting one activity were most effective. → Radkowitsch 2020 (2)

Evidence¶

Radkowitsch 2020¶

Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 15, 5–47. https://doi.org/10.1007/s11412-020-09316-4

q2 · i? · quant-synthesis · r?

Meta-regression moderator analysis across 53 primary studies comparing scripts prompting one, two, or three collaborative activity types on domain learning; the moderator was non-significant and residual heterogeneity remained significant.

"For domain learning, the effectiveness of CSCL scripts did not significantly depend on the number of different collaboration prompts ( Q(5) = 3.19, p = .67). The amount of residual heterogeneity was significant (Q(52) = 114.51,p < .01)."

Radkowitsch 2020 (2)¶

Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 15, 5–47. https://doi.org/10.1007/s11412-020-09316-4

q2 · i? · quant-synthesis · r?

Meta-regression moderator analysis for collaboration skills in the same meta-analysis; the number-of-prompts moderator was non-significant, with significant residual heterogeneity (Q(24) = 108.54).

"The effect of CSCL scripts on collaboration skills did not depend significantly on the number of collaborative activities prompted ( Q(2) = 2.87, p =. 2 4 )."

Discussion¶

Related Claims¶

• CSCL scripts have a non-significant positive effect on learners' motivation compared to unstructured collaborative learning — related
• CSCL scripts have a small significant positive effect on domain learning compared to unstructured collaborative learning — related
• The script level a CSCL script mainly targets does not significantly moderate its effects on domain-specific knowledge or collaboration skills — related
• 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 degree of additional content-related support does not significantly moderate CSCL script effects on either outcome — related
• Subject discipline significantly moderates CSCL script effects on collaboration skills, while study duration and measurement level do not significantly moderate effects — related
• Measuring outcomes at the individual versus group level did not significantly moderate CSCL script effects — related
• The effect of CSCL scripts on collaboration skills is significantly greater than their effect on domain-specific knowledge — related