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Inside the Conversation: Exploring the Impact of Scripting on Peer Feedback Dialogues during Computer-Supported Collaborative Inquiry Learning

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Title: Inside the Conversation: Exploring the Impact of Scripting on Peer Feedback Dialogues during Computer-Supported Collaborative Inquiry Learning
Language: English
Authors: Amber Van Hoe (ORCID 0000-0002-2519-9891), Wiebe Joel, Slotta Jim, Rotsaert Tijs, Schellens Tammy
Source: Journal of Computer Assisted Learning. 2026 42(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Scripts, Peer Evaluation, Feedback (Response), Dialogs (Language), Computer Assisted Instruction, Cooperative Learning, Inquiry
DOI: 10.1002/jcal.70261
ISSN: 0266-4909
1365-2729
Abstract: Background: Existing research on peer feedback has largely overlooked the potential of scripting in computer-supported settings to facilitate peer feedback dialogues. Traditional peer feedback approaches in these environments often lead to surface-level exchanges, limiting opportunities for meaningful critique and improvement. This study addresses this gap by introducing structured support through a peer feedback tool that incorporates scripting to guide computer-supported dialogues. Objectives: This study explores how a computer-supported peer feedback tool, using scripting through role assignments and dynamic sentence starters, facilitates the dynamics and content of peer feedback dialogues. Methods: A quasi-experimental design was employed involving 230 students from grades 9 and 10, working in a computer-supported collaborative inquiry learning environment. Students were divided into control and experimental groups. In the experimental group, a computer-supported peer feedback tool was used to structure peer feedback dialogues with assigned roles and dynamic sentence starters. Results and Conclusions: The results showed that the scripted peer feedback tool led to more directive and focused feedback exchanges, facilitating clearer and more structured feedback. Students in the experimental condition provided more critical and actionable feedback, leading to improvements in their inquiry outputs. This study demonstrates the potential of scripting to facilitate peer feedback dialogues and suggests its implementation can enhance computer-supported learning environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506814
Database: ERIC
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  Data: Inside the Conversation: Exploring the Impact of Scripting on Peer Feedback Dialogues during Computer-Supported Collaborative Inquiry Learning
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  Data: <searchLink fieldCode="AR" term="%22Amber+Van+Hoe%22">Amber Van Hoe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2519-9891">0000-0002-2519-9891</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wiebe+Joel%22">Wiebe Joel</searchLink><br /><searchLink fieldCode="AR" term="%22Slotta+Jim%22">Slotta Jim</searchLink><br /><searchLink fieldCode="AR" term="%22Rotsaert+Tijs%22">Rotsaert Tijs</searchLink><br /><searchLink fieldCode="AR" term="%22Schellens+Tammy%22">Schellens Tammy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 27
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  Data: <searchLink fieldCode="DE" term="%22Scripts%22">Scripts</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink>
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  Data: 10.1002/jcal.70261
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
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  Data: Background: Existing research on peer feedback has largely overlooked the potential of scripting in computer-supported settings to facilitate peer feedback dialogues. Traditional peer feedback approaches in these environments often lead to surface-level exchanges, limiting opportunities for meaningful critique and improvement. This study addresses this gap by introducing structured support through a peer feedback tool that incorporates scripting to guide computer-supported dialogues. Objectives: This study explores how a computer-supported peer feedback tool, using scripting through role assignments and dynamic sentence starters, facilitates the dynamics and content of peer feedback dialogues. Methods: A quasi-experimental design was employed involving 230 students from grades 9 and 10, working in a computer-supported collaborative inquiry learning environment. Students were divided into control and experimental groups. In the experimental group, a computer-supported peer feedback tool was used to structure peer feedback dialogues with assigned roles and dynamic sentence starters. Results and Conclusions: The results showed that the scripted peer feedback tool led to more directive and focused feedback exchanges, facilitating clearer and more structured feedback. Students in the experimental condition provided more critical and actionable feedback, leading to improvements in their inquiry outputs. This study demonstrates the potential of scripting to facilitate peer feedback dialogues and suggests its implementation can enhance computer-supported learning environments.
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        Value: 10.1002/jcal.70261
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      – Text: English
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        PageCount: 27
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      – SubjectFull: Scripts
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      – SubjectFull: Peer Evaluation
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Inquiry
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      – TitleFull: Inside the Conversation: Exploring the Impact of Scripting on Peer Feedback Dialogues during Computer-Supported Collaborative Inquiry Learning
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            NameFull: Schellens Tammy
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              Y: 2026
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