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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2 · i0–i2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 Absolute knowledge-test gains did not differ significantly between DDR and BRD groups (d = 0.08, p = .364). → Heimbuch 2018 q2 i2 A paired-samples t-test showed students in both groups improved from pre-test to post-test with a medium to large effect (d = 0.66, p < .001). → 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 · i0 · causal · r2

Main-study Welch's t-test on learning gains (Table 7): BRD M = 0.91 vs DDR M = 1.04, t(63.94) = 0.35, p = .364, d = 0.08 [-0.39, 0.56]. No equivalence test was reported.

"Students in the DDR group performed minimally better in terms of absolute gains from the knowledge pre -test to the post -test, but the magnitude of the scripting effect was negligibly small and the statistics for this test were estimated with fairly low precision."

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 · i2 · causal · r1

Main-study paired-samples t-test across both script groups: pre-test M = 13.13 vs post-test M = 14.11, t(68) = 5.52, p < .001, d = 0.66 [0.40, 0.92], printed in Table 7.

"a paired samples t-Test clearly suggested that students in both groups showed a performance increase from the first knowledge test to the second knowledge test with a medium to large effect for the time of testing"

Discussion¶

Related Claims¶

• In the main study, BRD articles were longer, but DDR articles had a lower relative error rate, and article length correlated positively with errors
• In the main study, NCC, metacognitive strategies, and intrinsic motivation moderated contribution frequency but showed no significant conditional effects on learning gains — related
• 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 — related
• In the main study, the DDR script induced far more talk-page discussion contributions and fewer article edits than the BRD script — related
• Learning with collaboration scripts outdoors yields biology knowledge gains in both iterations, with joint regulation activities mediating script-component effects — related