Good for Learning, Bad for Motivation? A Meta-Analysis on the Effects of Collaboration Scripts

• In Event: 34.033 - Student Learning and Thinking Processes in the Design of Learning Environments

Abstract

This meta-analysis investigates whether collaboration scripts undermine learners’ motivation, replicates findings on their effect on domain learning and collaboration skills and suggests the effective components of collaboration scripts. The results of a random-effects meta-analyses show that learning with collaboration scripts led to a large positive effect (Hedges’ g = 0.73) on collaboration skills, a small positive effect (Hedges’ g = 0.29) on domain learning and a null effect on motivation (Hedges’ g = 0.07). The findings are evidence for the robustness of the positive effects on domain learning and collaboration skills and against negative motivational effects. However, moderator analyses cast doubts on the theorized mechanism by which scripts are effective as prompts for sharing, negotiation and coordination had negative effects.

Authors

• Anika Radkowitsch, Ludwig-Maximilians-Universität München

• Freydis Vogel, University of Nottingham

• Frank Fischer, Ludwig Maximilian University of Munich