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.
Hoe et al. (Fri,) studied this question.