Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3718
Title: Explicit Referencing in Chat Supports Collaborative Learning
Authors: Mühlpfordt, Martin
Wessner, Martin
Issue Date: May-2005
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Mühlpfordt, M. & Wessner, M. (2005). Explicit Referencing in Chat Supports Collaborative Learning. In Koschmann, T., Suthers, D. D., & Chan, T. (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 460-469). Taipei, Taiwan: International Society of the Learning Sciences.
Abstract: In Pfister & Mhlpfordt (2002) a study was presented showing that chat discussions with a strict turn order combined with the requirement to assign a type and an explicit reference to each message lead to a higher learning score than discussions in a normal chat or in a chat with strict turn order only. Due to the experimental design it was not possible to judge the role of explicit referencing. Now we present the "missing" data: The higher learning score can be explained just by the explicit referencing. We argue that this is an important design issue for chat applications, because it seems that explicit referencing leads to a more homogeneous discourse behavior (more homogeneous participation, more participation in parallel discussion threads) and a better grounding. A case study explored the use of the referencing function in a less restricted everyday collaborative situation.
URI: https://doi.dx.org/10.22318/cscl2005.460
https://repository.isls.org//handle/1/3718
Appears in Collections:CSCL 2005

Files in This Item:
File SizeFormat 
460-469.pdf384.61 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.