Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1772
Title: How Collaboration Scripts are Internalized: A Script Theory of Guidance Perspective
Authors: Mu, Jin
Stegmann, Karsten
Fischer, Frank
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Mu, J., Stegmann, K., & Fischer, F. (2013). How Collaboration Scripts are Internalized: A Script Theory of Guidance Perspective. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 113-116). Madison, WI: International Society of the Learning Sciences.
Abstract: With respect to the Script Theory of Guidance (SToG), four open questions of importance are identified regarding the optimal scripting level principle. This principle concerns mainly the interaction between internal and external scripts as well as the effect of this interaction on knowledge acquisition. In an experimental study with N = 96 participants (who learned in groups of three), we examined the effects of external scripting and fading on the development of an internal script and analyzed the role of the individual's initial internal script. The results are in line with the principles of the SToG so that the external script facilitated the internal script mediated by the application during the collaborative learning. In addition, the initial internal scripts interact positively with the external script regarding the effect on the development of individual's internal scripts.
URI: https://doi.dx.org/10.22318/cscl2013.2.113
https://repository.isls.org//handle/1/1772
Appears in Collections:CSCL 2013

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