In Experiment 1, dyads that more often chose maximum CSCL scaffolding had lower post-test socio-discursive MAS¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Actual regulation (frequency of choosing maximal scaffolding) correlated negatively and significantly with post-test socio-discursive MAS (r = -0.36). → Vogel 2022

Evidence¶

Vogel 2022¶

Vogel, F., Kollar, I., Fischer, F., Reiss, K., & Ufer, S. (2022). Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09363-z

q2 · i2 · causal · r2

Pearson two-tailed correlation analyses in Experiment 1 between frequency of adapting to maximum scaffolding (M=6.49, SD=4.49, range 0–18) and outcome measures. Post-test socio-discursive MAS correlation significant and negative (r=-0.36, p=0.04); self-regulation correlation (r=-0.30, p=0.09) not significant.

"Yet, there was a significant negative correlation between actual regulation and post-test socio-discursive MAS (r = -0.36, p = 0.04). This means, learners who chose more often the maximum CSCL script showed lower learning outcomes while learners who chose the minimum script more often showed better learning outcomes."

Discussion¶

Related Claims¶

• In Experiment 1, self-regulation skills significantly predicted socio-discursive MAS only in the adaptable CSCL script condition — related
• In Experiment 1, the CSCL script condition significantly affected domain-specific MAS, with only the maximal script significantly outperforming the minimal script — related
• Self-regulation skills are particularly needed when learning with minimally structured or adaptable collaboration scripts in CSCL — related
• Learner-chosen adaptivity in a collaboration script was feasible as guidance design, but impacted regulatory actions only among students with more advanced self-regulation skills — related