Comparing the effectiveness of CSCL scripts for shared task perceptions in socially shared regulation of collaborative learning

Computer-supported collaborative learning (CSCL) scripts ofer a promising avenue of support for regulating collaboration (Järvelä & Hadwin, 2013; Järvelä et al., 2016). While CSCL scripts have been traditionally used to enhance interaction and learning in collaborative settings (Fischer et al., 2013), these tools can be leveraged to guide regulation, by specifying, sequencing, and distributing regulatory processes at the individual and group levels (Järvelä & Hadwin, 2013; Järvelä et al., 2016; Miller & Hadwin, 2015). To date, relatively few studies have examined the impact of CSCL regulation scripts on regulatory processes, such as shared task perceptions. In particular, it is unclear how much scripting of regulation is benefcial for learners and whether too much scripting may actually constrain key processes, as has been debated in the larger literature (e.g., Dillenbourg, 2002; Rummel et al. 2009). Hence, the present study explores whether CSCL regulation scripts can efectively foster shared task perceptions essential for the regulation of collaboration. In doing so, we aim to address important gaps in both theoretical understanding and practical application of CSCL tools for regulation and provide insights that can help educators and professionals better support learners in developing critical skills for efective collaborative experiences.