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How do different goals affect students' internal collaboration script configurations? Results of an epistemic network
Tugce Özbek1, Martin Greisel1, Christina Wekerle1
1Department of Educational Psychology, University of Augsburg, Augsburg, Germany.
Frontiers in Psychology
|September 24, 2024
Summary
Inducing learning goals in computer-supported collaborative learning (CSCL) environments changed how students combined collaboration scripts, leading to better knowledge acquisition, even if individual script choices didn't change.
Area of Science:
- Educational Psychology
- Human-Computer Interaction
- Collaborative Learning
Background:
- Learner actions in Computer-Supported Collaborative Learning (CSCL) environments are influenced by internal collaboration scripts.
- Script Theory of Guidance posits that internal script components dynamically reconfigure based on learner goals, but this remains empirically untested.
Purpose of the Study:
- To empirically test the internal script configuration principle of Script Theory of Guidance.
- To investigate the effect of induced learning goals on learners' internal script configuration and knowledge acquisition in CSCL.
Main Methods:
- Experimentally manipulated learning goals in a CSCL environment with 233 pre-service teachers collaborating in dyads.
- Measured internal scripts at pre-test and post-test, focusing on scriptlet-level analysis.
- Utilized Epistemic Network Analysis to examine scriptlet combinations.
Main Results:
- Goal induction did not affect individual scriptlet selection but significantly altered scriptlet combinations, indicating goal-directed script configuration.
- Participants in the learning goal condition demonstrated significantly greater knowledge acquisition in educational theories and evidence compared to the control group.
Conclusions:
- Provides direct empirical evidence for the internal script configuration principle.
- Demonstrates that inducing learning goals effectively scaffolds knowledge acquisition in CSCL settings.
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