Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2476
Title: The Myth of Over-scripting: Can Novices be Supported too much?
Authors: Stegmann, Karsten
Mu, Jin
Gehlen-Baum, Vera
Fischer, Frank
Issue Date: Jun-2011
Publisher: International Society of the Learning Sciences
Citation: Stegmann, K., Mu, J., Gehlen-Baum, V., & Fischer, F. (2011). The Myth of Over-scripting: Can Novices be Supported too much?. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 406-413). Hong Kong, China: International Society of the Learning Sciences.
Abstract: Despite the fact that many researchers in CSCL use the term over-scripting to interpret negative effects of scripts, the term is not clearly defined. Our contribution is to reframe the term according to concepts of internal and external scripts. We further conceptualize potential interferences between internal and external scripts in terms of cognitive processes and motivation. In an empirical study (N = 81) we varied the degree of an argumentative script (low vs. medium vs. high) and examined the effects on processes and outcomes of argumentative knowledge construction. Our results show positive effects of the medium and high degree of scripting on argumentative knowledge construction. We found negative effects of the medium and high degree of scripting on motivation, however, but low motivation did not negatively interfere with knowledge acquisition. Furthermore, our reframing of over-scripting allowed us to differentiate between under-scripting, over-scripting and, finally, malfunctional scripts.
URI: https://doi.dx.org/10.22318/cscl2011.406
https://repository.isls.org//handle/1/2476
Appears in Collections:CSCL 2011

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