Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning
ARTICLE
Christof Wecker, Frank Fischer
Computers & Education Volume 75, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
This meta-analysis investigated the role of the quality of argumentation for domain-specific knowledge gains in computer-supported collaborative learning settings. Given the scarcity of primary studies that report correlations between these two variables, a meta-regression approach was employed that uses interventions' effects on argumentation to predict their effects on domain-specific knowledge. Effect sizes for 17 comparisons extracted from 12 studies were included in the analysis using a random-effects model. Moderator analyses concerning type of argumentation measure, type of knowledge test, and type of intervention were conducted. The interventions had a statistically significant small to moderate mean effect (
Citation
Wecker, C. & Fischer, F. (2014). Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning. Computers & Education, 75(1), 218-228. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/201720/.
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