A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Improving educational online collaboration: A psychological view on the cognitive, behavioral, and emotional effects of implicit guidance
Computer-supported collaboration and learning have attracted much attention, as working together all around the world is no longer a rarity for both students and employees. To exploit the potential of such settings in various contexts, several branches of research have investigated the extent to which the use of specific technologies promises to increase the user experience as well as learning outcomes, behavioral engagement, and social outcomes. Particularly worth mentioning here are so-called group awareness tools that can be implemented as a support method to capture and present user-related information, such as competencies, activities, or emotional states. These provide implicit cues that can guide collaborators, thereby improving educational online collaboration. This thesis investigates the application of group awareness information at the cognitive (feedback about the amount of knowledge), behavioral (feedback about the amount of participation), and emotional (feedback about the amount of friendliness) levels as support for educational online collaboration and more specific social media environments. These environments are becoming increasingly popular in computer-supported collaborative learning; however, there is a lack of insight necessary to facilitate their use in educational contexts. The main aim of this thesis is, therefore, to investigate the specific effects and underlying mechanisms of different types of group awareness information systematically to make concrete recommendations for action. To fulfill this aim, an integrated theoretical framework was set up that illustrates the support potential of implicit guidance for educational social media environments via group awareness tools, which will inspire future research attempts. Four empirical studies were conducted. In the first two studies, the user relevance of implementing different awareness information (knowledge, participation, and friendliness) in a collaborative setting was investigated using choice-based conjoint analysis (Study 1) ...
Improving educational online collaboration: A psychological view on the cognitive, behavioral, and emotional effects of implicit guidance
Computer-supported collaboration and learning have attracted much attention, as working together all around the world is no longer a rarity for both students and employees. To exploit the potential of such settings in various contexts, several branches of research have investigated the extent to which the use of specific technologies promises to increase the user experience as well as learning outcomes, behavioral engagement, and social outcomes. Particularly worth mentioning here are so-called group awareness tools that can be implemented as a support method to capture and present user-related information, such as competencies, activities, or emotional states. These provide implicit cues that can guide collaborators, thereby improving educational online collaboration. This thesis investigates the application of group awareness information at the cognitive (feedback about the amount of knowledge), behavioral (feedback about the amount of participation), and emotional (feedback about the amount of friendliness) levels as support for educational online collaboration and more specific social media environments. These environments are becoming increasingly popular in computer-supported collaborative learning; however, there is a lack of insight necessary to facilitate their use in educational contexts. The main aim of this thesis is, therefore, to investigate the specific effects and underlying mechanisms of different types of group awareness information systematically to make concrete recommendations for action. To fulfill this aim, an integrated theoretical framework was set up that illustrates the support potential of implicit guidance for educational social media environments via group awareness tools, which will inspire future research attempts. Four empirical studies were conducted. In the first two studies, the user relevance of implementing different awareness information (knowledge, participation, and friendliness) in a collaborative setting was investigated using choice-based conjoint analysis (Study 1) ...
Improving educational online collaboration: A psychological view on the cognitive, behavioral, and emotional effects of implicit guidance
Ollesch, Lisa (author) / Bodemer, Daniel
2022-03-07
Theses
Electronic Resource
English
Educational—vocational guidance
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