Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

Learning Success ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Contradictory Evidence ◽

The Individual ◽

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 laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures 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). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

10.7287/peerj.preprints.27018v1 ◽

2018 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Learning Outcomes ◽

Cognitive Closure ◽

Learning Success ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Contradictory Evidence ◽

The Individual ◽

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

10.31234/osf.io/y4jnm ◽

2018 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Learning Outcomes ◽

Cognitive Closure ◽

Learning Success ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Contradictory Evidence ◽

The Individual ◽

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 laboratory study N = 181 on wiki talk pages, we investigated two guidance measures 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). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

Interaction of guidance types and the Need for Cognitive Closure in wiki-based learning

PeerJ ◽

10.7717/peerj.5541 ◽

2018 ◽

Vol 6 ◽

pp. e5541 ◽

Cited By ~ 1

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Learning Outcomes ◽

Cognitive Closure ◽

Learning Success ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Contradictory Evidence ◽

The Individual ◽

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 laboratory study (N = 181) on wiki talk pages, we investigated two guidance measures 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). Effects on wiki processes and learning outcomes were analysed. The results show that both guidance types can affect user behaviours, but in interaction with the individual Need for Cognitive Closure there were no meaningful effects. With respect to learning outcomes, we found an anticipated pattern for the interaction of the Need for Cognitive Closure with both guidance principles. The data provides support for differences in the learning success depending on the provided guidance type and the individual Need for Cognitive Closure.

Effects of the Need for Cognitive Closure and guidance on contribution quality in wiki-based learning

10.31234/osf.io/8c45p ◽

2019 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Cognitive Closure ◽

Collaboration Script ◽

Visual Markers ◽

Experimental Laboratory ◽

Research Findings ◽

Contradictory Evidence ◽

Points Of View ◽

The Individual

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.

The interaction of the Need for Cognitive Closure with implicit and explicit guidance in wiki-based learning

10.31234/osf.io/hg982 ◽

2018 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Experimental Study ◽

Learning Outcomes ◽

Cognitive Closure ◽

Collaboration Script ◽

Visual Markers ◽

Contradictory Evidence ◽

Points Of View ◽

Implicit And Explicit

One purpose of wikis is the collaborative generation of content. During generation processes, controversies about content can emerge that authors might elaborate 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, research also showed that many wikis are not necessarily suited to highlight relevant discussion contents and thus users could need guidance as support. 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.

Supportive guidance methods for wiki-based learning and knowledge construction

10.31237/osf.io/dvnfz ◽

2018 ◽

Author(s):

Sven Heimbuch

Keyword(s):

Individual Differences ◽

Collaborative Learning ◽

Knowledge Construction ◽

Discussion Forums ◽

Computer Supported Collaborative Learning ◽

Collaboration Scripts ◽

Cognitive Closure ◽

Learning Success ◽

Collaboration Script

Wikis are a special representative of socio-technical systems that are increasingly used for the collaborative construction of knowledge and furthermore for individual and collaborative learning. The basic design of wiki systems enables users to generate content as articles and as well to discuss about subject matters on corresponding discussion forums in the article background, the so-called talk pages. Building upon prevailing theories and previous research on knowledge building with wikis, and more broadly computer supported collaborative learning (CSCL) in general, this dissertation investigated several effects of added supplemental scaffolding measures for wiki-based learning on processes and outcomes. Specifically, this work focused on (1) the effectiveness and efficiency implicit guidance approaches for wiki talk pages, (2) the effects of two distinct collaboration scripts as explicit guidance for knowledge construction with wikis, and (3) the relevance of specific learning-related individual differences for collaborative learning with wikis. Overall, five empirical studies have been conducted as part of this dissertation. Study 1 examined the effects of added controversy awareness highlights for wiki discussions. Results of the experiment showed that added highlights for controversial discussions directly affect individual selection and reading behaviour, as well as indirectly and to a lesser extent the learning outcomes and wiki contribution quality. Study 2 examined whether visualisations of author expertise and community-rating implicitly affect the user perception of controversial discussions in wikis. Results showed that if additional author information is visualised, it is much more likely that readers of wiki discussions follow an assumed expert’s argumentation. Studies 3 and 4 both examined effects of two distinct collaboration script approaches. The first script was derived from Wikipedia, whereas the second script is a self-developed script that was inspired by related empirical research. Results showed that the alternative script proposal is more beneficial for perspective-taking and integration of opposing evidence, as well as for individual learning success and the quality of collaboratively edited articles. Study 5 examined the effects of the controversy awareness highlights and the alternative collaboration script in interaction with individual differences of the Need for Cognitive Closure. This construct is relevant for the understanding of how people process ambiguous information that are likely to be found in controversial discussions. Results showed that persons with a high Need for Cognitive Closure benefit more, in terms of learning success, from the controversy awareness highlights for implicit guidance, whereas persons with a low Need for Cognitive Closure benefit more from the collaboration script as explicit guidance. This study series extends the empirical base of research on wiki-based knowledge construction and learning processes with investigations of supplemental different guidance measures and the consideration of individual differences.

When and Why Do Liberals and Conservatives Think Alike?

Social Psychology ◽

10.1027/1864-9335/a000354 ◽

2018 ◽

Vol 49 (6) ◽

pp. 360-368 ◽

Cited By ~ 1

Author(s):

Conrad Baldner ◽

Antonio Pierro ◽

Marina Chernikova ◽

Arie W. Kruglanski

Keyword(s):

United States ◽

The United States ◽

Moral Foundations ◽

Moral Foundations Theory ◽

Cognitive Closure ◽

Political Issues ◽

Political Orientations ◽

Epistemic Goals ◽

The Individual

Abstract. Research on moral foundations theory has found that liberals typically favor the individualizing foundations (i.e., concern for the individual) but typically oppose the binding foundations (i.e., concern for the group). We propose that need for cognitive closure (NFC) can explain when liberals will favor the binding foundations. In two studies, we found that liberals in Italy and the United States were more likely to endorse the binding foundations when they had high NFC. Overall, these results suggest that researchers should strive to understand the interaction between individuals’ epistemic goals and their political orientations in order to accurately predict how they will perceive political issues.

Wiki Editors' Acceptance of Additional Guidance on Talk Pages

10.31234/osf.io/y8km7 ◽

2017 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Experimental Study ◽

User Behaviors ◽

User Adoption ◽

Collaboration Script ◽

Contradictory Evidence ◽

Points Of View ◽

The Creation ◽

One purpose of wikis like Wikipedia is to collaboratively generate content. During the creation processes controversies between multiple authors might emerge that are further discussed on a wiki article's so-called talk page. Research has shown that controversies grounded on opposing points of view and contradictory evidence can be fruitful to trigger individual elaboration processes. But it has also been shown that many wikis are not necessarily suited to identify relevant discussion contents and thus need additional support to guide users. In an experimental study (N = 181) we implemented on a wiki talk page (1) visual controversy status highlights as implicit guidance and (2) a collaboration script directing users towards discussions as explicit guidance. We analyzed their user adoption and influence on wiki activities. Our results show that both experimental additions affect user behaviors and that in particular the visual controversy status highlights are positively adopted by users.

The political psychology of extremism; “naturalness” of the phenomenon in the Western Balkans

Technium Social Sciences Journal ◽

10.47577/tssj.v11i1.1519 ◽

2020 ◽

Vol 11 ◽

pp. 250-267 ◽

Cited By ~ 1

Author(s):

Faruk Hadžić

Keyword(s):

Western Balkans ◽

Cognitive Closure ◽

The Public ◽

The Balkans ◽

Tribal Identity ◽

Human Needs ◽

Personal Significance ◽

Legal Constraints ◽

The Individual

In a symbolic sense, this region may be burdened with a kind of negative ontology that is very difficult to change. Extremist ideologies are, in fact, just a continuation of the war by other means. They have entered education, and beginning to metastasize and affect the entire social tissue, becoming "naturalness", supported by different mythopoetic narratives of a particular nation. In an environment where politics is extreme, many avoid concerns the very nature of extremism and the process of radicalization within the discourse of „peacetime“ extremism. Extremism stems from finding two basic human needs: the need for cognitive closure and personal significance. Subordination of the individual to the national community, i.e., the leader, is a psychological form of political behavior marked by an obsessive preoccupation with the decline of the community; sacrificing the process of compensatory, the cult of unification while abandoning democratic freedoms with redemptive violence and, regardless of moral and legal constraints, seeks to achieve ethnoreligious threatening collectivity (tribal identity). Extremism uses the properties of consciousness: ethnicity, religiousness, and thinking in absolute categories (in a destructive aspect to add naturalness to its ideas) to justify activities with a sacred or „patriotic“ will. Although the violent potential of nationalism in the Balkans should be overlooked by no means, the inflammatory rhetoric is just a method used by political elites to manipulate the public.

Need for cognitive closure as determinant for guidance in wiki-based learning

10.31234/osf.io/7n82c ◽

2017 ◽

Author(s):

Sven Heimbuch ◽

Daniel Bodemer

Keyword(s):

Knowledge Construction ◽

Learning Processes ◽

Cognitive Variables ◽

Cognitive Closure ◽

Positive Effects ◽

Collaborative Knowledge Construction

The Individual ◽

Collaborative Knowledge ◽

Underlying Processes ◽

In wikis as collaborative knowledge construction environments for learning the outcome and its underlying processes can be considered on an individual as well as on a social system's level. In previous research, we could show that by implementing either supplemental implicit or explicit guidance focused on wiki discussions positive effects on the learner's side could be achieved. This study investigates what type of guidance implemented on the level of talk page discussions is beneficial dependent on the learner's degree of need for cognitive closure and if an interaction of these both factors produces larger positive effects on the individual learning processes and the resulting outcome. Therefore, we are conducting a 2 x 2 between-subjects design experimental study comparing four groups contrasting high vs low need for cognitive closure participants and implicit vs explicit guidance measures that we have positively evaluated in previous work. We expect to gather evidence that fostering learning processes in wiki-based settings making use of talk page discussions is highly dependent on individual cognitive variables interacting with the type of provided additional guidance.