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dc.contributor.authorHeimbuch, Sven
dc.contributor.authorBodemer, Daniel
dc.identifier.citationHeimbuch, 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.en_US
dc.description.abstractOne 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.en_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleThe Interaction of the Need for Cognitive Closure With Implicit and Explicit Guidance in Wiki-Based Learningen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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