Can Knowledge Diversity Impact Computer-Supported Collaborative Learning? Empirical Evidence in a Science Classroom

• In Event: 64.029 - Collaborative and Interactive Processes With Learning Technologies

Abstract

The purpose of the study was to investigate whether knowledge diversity would impact students’ engagement in a computer-supported collaborative learning (CSCL) setting. A total of 45 seventh-grade students were recruited to participate in the study where two experimental conditions were compared: low-prior-knowledge groups (all low-prior-knowledge students) vs. mixed knowledge groups (low-prior-knowledge students with one knowledgeable student). Participates were randomly assigned into six low-prior-knowledge groups (24 individuals in total) and five mixed knowledge groups (21 individuals in total). Engagement, as well as group performance, was measured. The results of a series of independent-samples t test demonstrated that the mixed knowledge groups had significantly higher behavioral, emotional, and social engagement, as well as better group performance, than the low-prior-knowledge groups.

Authors

• Lijia Lin, East China Normal University

• Jian Zhao, East China Normal University

• Youqun Ren, East China Normal University

• Jiangshan Sun, East China Normal University

• Xudong Zheng, East China Normal University

• Jia Yin, East China Normal University