Please don't shoot the messenger! Prompts in online learning groups - Influences of nudging messages' sender and publicness on recipients' perception and attribution.

Autor/inn/en	Stoyanova, Filipa; Krämer, Nicole
Titel	Please don't shoot the messenger! Prompts in online learning groups - Influences of nudging messages' sender and publicness on recipients' perception and attribution. Gefälligkeitsübersetzung: Bitte erschießen Sie nicht den Überbringer! Aufforderungen in Online-Lerngruppen - Einfluss des Absenders und der Öffentlichkeit von Nudging-Botschaften auf die Wahrnehmung und Attribution durch die Empfänger.
Quelle	Aus: Lund, Kristine (Hrsg.); Niccolai, Gerald P. (Hrsg.); Lavoué, Elise (Hrsg.); Hmelo-Silver, Cindy (Hrsg.); Gweon, Gahgene (Hrsg.); Baker, Michael (Hrsg.): A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings. 13th International Conference on Computer Supported Collaborative Learning (CSCL), Conference Proceedings Volume 1, 17-21 June 2019, École Normale Supérieure de Lyon, France. Lyon: International Society of the Learning Sciences (2019) S. 256-263 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-1-7324672-3-1
Schlagwörter	Attribution; Emotion; Gruppendynamik; Kommunikation; Konflikt; Lernen; Computerunterstützter Unterricht; Computerunterstütztes Verfahren; Kollaboration
Abstract	Co- and socially shared regulation of learning is a challenge for groups in diverse environments offline and online (Jrvel et al., 2014). Specifically, prompting others to do their share of the work, might be challenging for interpersonal relationships. Thus, addressing the social psychological dynamics in online learning environments, an online experiment was conducted (N = 352). In a 2x(2x)2 between-subjects design the nature of the sender (group member/system), the senders past proficiency (high/low) and publicness (private/public message) were varied to explore whether automated mediation can reduce detrimental effects and enhance impartial message perception, sender impression and causal attribution. Contrasts by sender and proficiency demonstrate improved message perception, sender impression and internal causal attribution when prompts were sent by the system instead of average or low proficient fellow students. Among all groups, public nudges indicate more negative, but also more persuasive perception, however system public and private nudges did not differ. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3