Abstract
ABSTRACT Group awareness has received increasing attention in recent years. Most studies on this topic have focused on ways in which group awareness tools can be used to support collaborative learning. However, the overall impacts of group awareness tools on learning achievements, learning behaviors, and learning perceptions remain unknown. The present study attempted to address these research gaps and investigate the effects of group awareness tools on learning achievements, learning behaviors, and learning perceptions on the basis of a meta-analysis. A comprehensive analysis of 43 qualified articles that were published from 2010–2023 and that focused on 3700 participants was performed as part of the present study. The results revealed that group awareness tools strongly affected learning achievements and had medium-sized effects on learning behaviors and learning perceptions. Moreover, as part of this study, the impacts of 10 crucial moderators were analyzed. The findings revealed that participant level, learning area, research design, research context, intervention duration, group awareness type, and group awareness data source substantially moderated the effects of group awareness tools on learning achievements. These findings, which have technological, theoretical, and practical implications for efforts to take advantage of group awareness, were analyzed and discussed thoroughly.
Published Version
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