Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4412
Title: Please Don’t Shoot the Messenger! Prompts in Online Learning Groups - Influences of Nudging Messages’ Sender and Publicness on Recipients’ Perception and Attribution
Authors: Stoyanova, Filipa
Krämer, Nicole
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Stoyanova, F. & Krämer, N. (2019). Please Don’t Shoot the Messenger! Prompts in Online Learning Groups - Influences of Nudging Messages’ Sender and Publicness on Recipients’ Perception and Attribution. 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. 256-263). Lyon, France: International Society of the Learning Sciences.
Abstract: Co- and socially shared regulation of learning is a challenge for groups in diverse environments offline and online (Jrvel et al., 2014). Specifically, prompting others to do their share of the work, might be challenging for interpersonal relationships. Thus, addressing the social psychological dynamics in online learning environments, an online experiment was conducted (N = 352). In a 2x(2x)2 between-subjects design the nature of the sender (group member/system), the senders past proficiency (high/low) and publicness (private/public message) were varied to explore whether automated mediation can reduce detrimental effects and enhance impartial message perception, sender impression and causal attribution. Contrasts by sender and proficiency demonstrate improved message perception, sender impression and internal causal attribution when prompts were sent by the system instead of average or low proficient fellow students. Among all groups, public nudges indicate more negative, but also more persuasive perception, however system public and private nudges did not differ.
URI: https://doi.dx.org/10.22318/cscl2019.256
https://repository.isls.org//handle/1/4412
Appears in Collections:CSCL 2019

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