Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/639
Title: The Interaction of the Need for Cognitive Closure With Implicit and Explicit Guidance in Wiki-Based Learning
Authors: Heimbuch, Sven
Bodemer, Daniel
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Heimbuch, S. & Bodemer, D. (2018). The Interaction of the Need for Cognitive Closure With Implicit and Explicit Guidance in Wiki-Based Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: One purpose of wikis is the collaborative generation of content. During creation processes, controversies between authors emerge that they discuss on the article's talk page. Research suggests that controversies based on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. However, previous research also showed that many wikis are not necessarily suited to identify relevant discussion contents and thus users need additional support as guidance. In an experimental study (N = 181) on wiki talk pages, we investigated two scaffolding measures in conjunction with the need for cognitive closure: (1) visual markers to highlight controversy status (implicit) and (2) a collaboration script that directs users towards discussions (explicit). The results show that both guidance types in interaction with the need for cognitive closure can affect learning outcomes.
URI: https://doi.dx.org/10.22318/cscl2018.1389
https://repository.isls.org//handle/1/639
Appears in Collections:ICLS 2018

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