SITU use doubled words added and multiplied fivefold words deleted from peers' paragraphs, and nearly doubled paragraphs receiving major edits¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Words added to peers' paragraphs doubled (M = 72.97 vs 36.40; r = .41). → Maya Usher 2025 q3 i3 Words deleted from peers' paragraphs were five times greater (M = 37.72 vs 7.20; r = .47). → Maya Usher 2025 (2)

Evidence¶

Maya Usher 2025¶

Maya Usher, Ido Roll, Orly Fuhrman, Ofra Amir. (2025). Supporting Coordination and Peer Editing in Students’ Online Collaborative Writing Processes. International Journal of Artificial Intelligence in Education 35. https://doi.org/10.1007/s40593-024-00450-w

q3 · i3 · causal · r?

Peer editing outcomes extracted from the same 62-student lab experiment's screen recordings. Words added to paragraphs written by peers: "was doubled" in the experimental group, with r = .41.

"the average number of words added by the experimental group students was doubled (M = 72.97, SD = 46.34) compared with the control group (M = 36.40, SD = 29.51), with statistical significance: U(32,30) = 252, Z = -3.20, p =.00, r =.41."

Maya Usher 2025 (2)¶

Maya Usher, Ido Roll, Orly Fuhrman, Ofra Amir. (2025). Supporting Coordination and Peer Editing in Students’ Online Collaborative Writing Processes. International Journal of Artificial Intelligence in Education 35. https://doi.org/10.1007/s40593-024-00450-w

q3 · i3 · causal · r?

Same outcome analysis: words deleted from peers' paragraphs were "five times greater among the experimental group", with r = .47.

"the average number of words deleted from paragraphs that their peers wrote was five times greater among the experimental group (M = 37.72, SD = 45.52) compared with the control group ( M = 7.20, SD = 9.36), with statistical significance: U(32,30) = 223, Z = -3.68, p <.001, r =.47."

Discussion¶

Related Claims¶

• Undergraduate students in asynchronous OCW experience hesitation to edit peers' written products and coordination difficulties about next steps — related
• SITU use nearly doubled the time students spent on major edits to paragraphs written by peers — related
• Editing by readiness level: word additions did not differ by group, but deletion patterns differed, with SITU users refraining from deleting words from paragraphs marked ready — related
• SITU use more than halved off-document web surfing during the OCW task — related
• SITU use reduced time to first major peer action by more than 50% — related