The low- and high-coercion versions of NTool did not differ on perceived sociability or social presence¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No significant differences between Stringent and Idiosyncratic conditions were found for sociability or social presence, ruling out lack of social affordances as an explanation. → Pieter J. Beers 2007

Evidence¶

Pieter J. Beers 2007¶

Pieter J. Beers, Paul A. Kirschner, Henny P. A. Boshuizen, Wim H. Gijselaers. (2007). ICT-support for grounding in the classroom. Instructional Science 35, 535–556. https://doi.org/10.1007/s11251-007-9018-5

q2 · i? · causal · r2

Questionnaire measures of sociability (a = .86) and social presence (a = .86) from Kreijns' scales, compared between conditions (Table 4). The article reports only that "No significant differences were found with respect to social aspects of NTool"; equivalence was not tested and no effect sizes are printed.

"No significant differences were found with respect to social aspects of NTool (see Table 4)."

Discussion¶

Related Claims¶

• Experimental conditions did not affect felt presence or perceived realism, which were high across all IVR configuration conditions
• Contrary to expectation, common ground after collaboration was highest in the low-coercion (Idiosyncratic) NTool groups, not the Stringent groups — related
• Cognitive load did not clearly increase during group work under high coercion; a three-way interaction of session time, cognitive load and coercion emerged, with a marginal main effect of coercion — related
• High-coercion (Stringent) NTool increases explicit negotiation activities in secondary vocational collaborative problem-solving, though the verification effect was stronger in morning sessions — related
• Psychological safety is positively associated with negotiation activities (verification, clarification, agreement) in ICT-supported collaborative problem-solving — related
• Human embodiment in video: perceived social presence benefits learning ratings, but instructor-face inclusion shows no significant learning-performance difference, and learners prefer human over robot presenters with mixed recall — related
• High levels of induced social presence during non-interactive teaching can impair learning relative to restudy (a double-edged sword) — related
• Social presence from social cues can improve task performance (social facilitation) but may impair performance on complex tasks (social inhibition) — related