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|Title:||Effects of the Need for Cognitive Closure and Guidance on Contribution Quality in Wiki-Based Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Heimbuch, S. & Bodemer, D. (2019). Effects of the Need for Cognitive Closure and Guidance on Contribution Quality in Wiki-Based Learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 25-32). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, research showed that many wikis are not necessarily suited to make relevant content salient and thus users need further guidance. In an experimental laboratory study on wikis, we investigated two guidance types in conjunction with the Need for Cognitive Closure: (1) visual markers to highlight controversy status (implicit guidance) and (2) a collaboration script that directs users towards discussions (explicit guidance). We analysed the quality of N = 724 wiki contributions, namely final edits to an article and corresponding discussion replies. The results show that both guidance types do neither directly affect the user contributions to the wiki nor the learning outcome. In interaction with the individual Need for Cognitive Closure there was a meaningful effect on the quality of discussion contributions, matching previous research findings on the quantitative learning outcomes.|
|Appears in Collections:||CSCL 2019|
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