In the main study, NCC, metacognitive strategies, and intrinsic motivation moderated contribution frequency but showed no significant conditional effects on learning gains¶

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? Conditional-effect models showed significant moderation of contribution frequency by metacognitive strategies (p = .028, R² = .13) and intrinsic motivation (p = .026, R² = .29), with NCC marginal (p = .060, R² = .10); no standardized effect size for the moderation is printed. → Heimbuch 2018 q2 i? For learning gains, no Johnson-Neyman regions of significance were found for any of the three moderators. → 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

Main-study moderation regressions (PROCESS macro, Johnson-Neyman technique, Table 8): NCC F(3,65) = 2.60, p = .060, R² = .10; metacognitive strategies F(3,65) = 3.23, p = .028, R² = .13; intrinsic motivation F(3,65) = 3.29, p = .026, R² = .29. DDR encouraged contributions from students with high NCC or less pronounced metacognitive strategies; low-motivation DDR students contributed almost as rarely as BRD students.

"Students with a high Need for Cognitive Closure contributed more to the wiki when they were in the DDR script group (Figure 10, left). For students with a low NCC the overall contribution frequency was not affected by the wiki script group they used."

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

Main-study moderation models on learning gains (Table 9) were non-significant: NCC F(3,65) = 0.87, p = .460; metacognitive strategies F(3,65) = 0.61, p = .610; intrinsic motivation F(3,65) = 0.10, p = .960. Simple slopes show only minor, low-precision differences.

"For all analyses of the three influe ncing variables on learning gains from the pre - to the post-test, the Johnson-Neyman floodlight analysis did not find any regions of significance."

Discussion¶

Related Claims¶

• 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
• 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
• In the main study, the DDR script induced far more talk-page discussion contributions and fewer article edits than the BRD script — related