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Designing Biases That Augment Socio-Cognitive Interactions

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Barriers and Biases in Computer-Mediated Knowledge Communication

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 5))

Abstract

This chapter questions the assumption that the best environment for computer-supported collaborative learning is the one that most closely reproduces the features of face-to-face collaboration. Empirical studies have failed to establish the superiority of group interaction with richer media. Instead, the chapter explores media features that do not exist in face-to-face interactions and explains how these features might augment group cognition. The first feature, the persistency of the information display, turns the medium into a shared working memory. The second feature, storing the context in which the message is emitted, should enhance the construction of a shared understanding. The third feature, the display of a graphical summary of group interactions, is expected to facilitate group regulation. In these three examples, the medium is more than a neutral wire. It constitutes a functional component within the distributed cognitive system formed by the learners and the collaborative environment.

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Authors
  1. Pierre Dillenbourg
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Editor information

Editors and Affiliations

  1. University of Münster, Germany

    Rainer Bromme

  2. University of Tübingen, Germany

    Friedrich W. Hesse

  3. University of Freiburg, Germany

    Hans Spada

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© 2005 Springer Science+Business Media, Inc.

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Dillenbourg, P. (2005). Designing Biases That Augment Socio-Cognitive Interactions. In: Bromme, R., Hesse, F.W., Spada, H. (eds) Barriers and Biases in Computer-Mediated Knowledge Communication. Computer-Supported Collaborative Learning Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/0-387-24319-4_11

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