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

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.

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

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

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.

Comparing effects of two collaboration scripts on learning activities for wiki-based environments

Knowledge construction assignments with wikis can be found in various educational settings. However, wiki environments are not inevitably suited to help learning and thus more guidance could be useful. In this study, we investigated the effects of two collaboration scripts with different aims during a two-week period of knowledge construction with wikis as a supplement to lectures about descriptive statistics. One script that is derived from Wikipedia’s suggested workflow promoted a high frequency of individual article edits without further coordination, while the alternative script encouraged participants to discuss any planned changes upfront. Results showed that our proposed collaboration script encouraged students to take part in the whole script process, while in Wikipedia’s script proposal only the first step of article editing was executed. These edits were generally of slightly lower quality. Learning success was not directly affected by the scripts, though the data suggests small effects in favour of our script proposal.

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

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

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.

Supportive guidance methods for wiki-based learning and knowledge construction

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.

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

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.