Özbek Tugce, Greisel Martin, Wekerle Christina, Gegenfurtner Andreas, Kollar Ingo
Department of Educational Psychology, University of Augsburg, Augsburg, Germany.
Department of Methods in Learning Research, University of Augsburg, Augsburg, Germany.
Front Psychol. 2024 Sep 9;15:1410152. doi: 10.3389/fpsyg.2024.1410152. eCollection 2024.
Research has suggested that how learners act in CSCL environments is considerably influenced by their internal collaboration scripts. These scripts are knowledge structures that reside in an individual's memory and consist of play, scene, scriptlet, and role components. In its "internal script configuration principle," the Script Theory of Guidance suggests that as learners work in a CSCL environment, these components are dynamically (re-)configured, and that this (re-)configuration is influenced by the goals of the individual learner. However, this principle has not yet been tested empirically.
In this study, upon entering a CSCL environment, we therefore experimentally manipulated the goals that students pursued while learning. In one condition, we induced learning goals while in the other condition, no goals were induced. A total of 233 pre-service teachers collaborated in dyads on the task to analyze an authentic, problematic classroom situation by aid of educational evidence. We measured their internal scripts both at pre-test (i.e., before collaboration and before goal induction) and post-test (i.e., after collaboration and goal induction), focusing on the scriptlet level.
Results show that goal induction had no effects on the kinds of scriptlets participants selected during collaboration. However, results from Epistemic Network Analysis show that learning goal induction led to significantly different combinations of scriptlets (especially to more relations between scriptlets that are indicative of pursuing learning goals) than no goal induction. Furthermore, participants from the learning goal induction acquired significantly more knowledge about educational theories and evidence than students from the control condition.
This study is among the first to provide direct evidence for the internal script configuration principle and demonstrates the effectiveness of inducing learning goals as a scaffold to support students' knowledge acquisition processes in CSCL.
研究表明，学习者在计算机支持的协作学习（CSCL）环境中的行为很大程度上受到其内部协作脚本的影响。这些脚本是存在于个体记忆中的知识结构，由情节、场景、小脚本和角色组成部分。指导脚本理论的“内部脚本配置原则”表明，当学习者在CSCL环境中学习时，这些组成部分会动态地（重新）配置，并且这种（重新）配置受到个体学习者目标的影响。然而，这一原则尚未得到实证检验。
因此，在本研究中，学生进入CSCL环境后，我们通过实验操纵了他们学习时追求的目标。在一种情况下，我们诱导了学习目标，而在另一种情况下，未诱导目标。共有233名职前教师以两人一组的形式合作完成任务，借助教育证据分析一个真实的、有问题的课堂情境。我们在预测试（即协作前和目标诱导前）和后测试（即协作后和目标诱导后）时测量他们的内部脚本，重点关注小脚本层面。
结果表明，目标诱导对参与者在协作过程中选择的小脚本类型没有影响。然而，认知网络分析的结果表明，与未进行目标诱导相比，学习目标诱导导致小脚本的组合显著不同（特别是小脚本之间有更多表明追求学习目标的关系）。此外，接受学习目标诱导的参与者比对照组的学生获得了更多关于教育理论和证据的知识。
本研究是最早为内部脚本配置原则提供直接证据的研究之一，并证明了诱导学习目标作为一种支架来支持学生在CSCL中的知识获取过程的有效性。
