Peer review-based scripted collaboration to support domain-specific and domain-general knowledge acquisition in computer science

This is the authors' abstract. We don't add key points for this paper.

This study investigates the effectiveness of using peer review in the context of scripted collaboration to foster both domain-specific and domain-general knowledge acquisition in the computer science domain. Using a one-factor design with a script and a control condition, students worked in small groups on a series of computer science problems requiring both domain-specific and domain-general knowledge. The scripted groups carried out peer reviews of their draft solutions. Scripted group members spent more time developing their solutions and reported a higher subjective learning outcome than control group members. Scripted groups acquired also significant domain-general knowledge on peer reviewing; however, there were no substantial differences with respect to the acquisition of domain-specific knowledge (as compared to control groups). Overall, the study provides evidence that students in computer science can benefit from peer review-based scripted collaboration and acquire domain-general knowledge without any harm for domain-specific knowledge. The issue of why domain-specific knowledge was not also improved is discussed from various viewpoints.