The editorial reports that a meta-analysis of 53 primary studies found CSCL collaboration scripts had a non-significant positive effect on motivation, countering criticism that scripts harm motivation¶

Claim · All claims
Evidence · 2 studies · 1 quant-synthesis r?, 1 review r1 · q2–q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A meta-analysis synthesizing 53 primary studies compared CSCL-script-supported collaboration with unguided collaborative learning and found a non-significant positive effect on motivation, offering counter-evidence against claims of negative motivational effects. → Carolyn Rosé & Sanna Järvelä & Sten Ludvigsen 2020

q3 i? Learning with CSCL scripts leads to a non-significant positive effect on motivation (Hedges' g = 0.13) relative to unguided collaborative learning. → Radkowitsch 2020

Evidence¶

Carolyn Rosé & Sanna Järvelä & Sten Ludvigsen 2020¶

Carolyn Rosé & Sanna Järvelä & Sten Ludvigsen. (2020). Experiencing CSCL: from motivation to the embodied experience and beyond. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-020-09319-1

q2 · i? · review · r1

Editorial report of the meta-analysis by Radkowitsch, Vogel and Fischer, which the editors describe as synthesizing "the results of 53 primary studies" that compared scripted with unguided collaborative learning on motivation, domain learning, or collaboration process skills.

"Even though their analysis shows that learning with CSCL scripts leads to a non-significant positive effect on motivation, it offers important counter evidence against the criticism that CSCL scripts have negative motivational effects."

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

q3 · i? · quant-synthesis · r?

Random-effects meta-analysis of 33 motivation effect sizes (9 independent) from 53 experimental studies comparing CSCL-scripted to unguided collaborative learning, yielding "a non-significant positive effect with a Hedges' g of 0.13". No effect size beyond g is printed for this finding.

"In total, the included studies reported 33 effects of CSCL scripts on motivation, of which 9 effects were independent. The analyses yielded a non-significant positive effect with a Hedges' g of 0.13 (see Table 1)."

Discussion¶

Related Claims¶

• The editorial reports that CSCL scripts show positive effects on domain learning and collaboration process skills, and that scaffolding single versus combinations of collaborative activities affects script impact
• CSCL scripts have a small significant positive effect on domain learning compared to unstructured collaborative learning
• CSCL scripts have a medium significant positive effect on collaboration skills compared to unstructured collaborative learning
• Learning with CSCL scripts yields a large positive effect on collaboration skills compared to unstructured CSCL — related
• CSCL collaboration scripts substantially improve domain-specific and collaborative-skill outcomes compared with unstructured CSCL — related
• The effectiveness of CSCL scripts for domain learning does not significantly depend on the number of different collaborative activities prompted — related
• The degree of additional content-related support does not significantly moderate CSCL script effects on either outcome — related