Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/340
Title: Effects of Implicit Guidance on Contribution Quality in a Wiki-Based Learning Environment
Authors: Heimbuch, Sven
Bodemer, Daniel
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Heimbuch, S. & Bodemer, D. (2016). Effects of Implicit Guidance on Contribution Quality in a Wiki-Based Learning Environment In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: Learning within the scope of collaborative knowledge construction with Wikis offers opportunities for triggering socio-cognitive conflicts through controversies. Since the nature of discussions between users in Wikis is not easily recognisable, we were investigating the effects of visual highlighting as controversy awareness information. In this study we wanted to enable N = 81 participants to produce contributions of higher quality due to focused selection towards relevant contents. We conducted both qualitative and quantitative analyses on Wiki contributions. The addition of visual highlights indicating controversies reinforced students to direct their attention towards important contents discussing the study’s subject matter. When their selection behaviour was positively influenced it resulted in higher quality and more elaborate contributions to discussion threads and to the final revision of an article. We conclude that unobtrusive implicit guidance can facilitate collaborative knowledge construction processes and outcomes.
URI: https://repository.isls.org/handle/1/340
https://doi.dx.org/10.22318/icls2016.133
Appears in Collections:ICLS 2016

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