ORCID Profile
0000-0002-4997-7424
Current Organisation
University of Duisburg-Essen
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Publisher: PeerJ
Date: 12-09-2018
DOI: 10.7717/PEERJ.5541
Abstract: 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 in idual 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 in idual 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 in idual Need for Cognitive Closure.
Publisher: ACM
Date: 27-08-2014
Publisher: Elsevier BV
Date: 04-2017
Publisher: Springer Science and Business Media LLC
Date: 06-2021
DOI: 10.1007/S11412-021-09346-6
Abstract: Group awareness (GA) tools can facilitate learning processes and outcomes by visualizing different social attributes, such as cognitive and behavioral information about group members. To assist learning and writing in social media, combining various types of awareness information may foster learning processes due to challenges, which are difficult to address by one type of GA information alone. The systematic investigation of GA tool combinations is largely unexplored with GA information often being examined separately or intermixed. To reveal both positive and negative (interaction) effects of providing different types of GA information, we conducted a 2 × 2 between-subjects experiment with N = 158 participants. Learners were provided with a wiki learning environment and, except for the control condition, different types of GA tools involving cognitive (knowledge bars) and/or behavioral (participation bars) GA information. GA tool effects were considered at wiki selection, discussion, and article levels. Eye-tracking was used for investigating the attentional effect of the GA visualizations. The results show that both types of GA information have effects on in iduals’ selection preference, more strongly with the goal to learn new content than to support other wiki collaborators, which were introduced as within goal scenarios. Also, participants provided with behavioral GA support were more engaged in wiki contributions. However, only the combination of cognitive and behavioral GA information, rather than their separate visualization, had a positive effect on resulting article quality. This highlights the need for a holistic perspective when developing GA tools to improve wiki processes and outcomes.
Publisher: Springer Science and Business Media LLC
Date: 27-07-2018
Location: Germany
No related grants have been discovered for Sven Heimbuch.