Effects of Implicit Guidance on Contribution Quality in a Wiki-based Learning Environment
Learning within the scope of collaborative knowledge construction with Wikis offers opportunities for triggering socio-cognitive conflicts through controversies. Since the nature of discussions between users in Wikis is not easily recognisable, we were investigating the effects of visual highlighting as controversy awareness information. In this study we wanted to enable N = 81 participants to produce contributions of higher quality due to focused selection towards relevant contents. We conducted both qualitative and quantitative analyses on wiki contributions. The addition of visual highlights indicating controversies reinforced students to direct their attention towards important contents discussing the study's subject matter. When their selection behaviour was positively influenced it resulted in higher quality and more elaborate contributions to discussion threads and to the final revision of an article. We conclude that unobtrusive implicit guidance can facilitate collaborative knowledge construction processes and outcomes.