Why do some students become more engaged in collaborative wiki writing? The role of sense of relatedness

Wan Ting Wilson LAW, Ronnel Bornasal KING, Michele NOTARI, Wai Lun Eddie CHENG, Samuel Kai Wah CHU

Research output: Contribution to conferencePaper

Abstract

This study aims to investigate the role of sense of relatedness in students' engagement in using wikis in collaborative writing. Hong Kong secondary school students (N = 422) participated in the study and answered questionnaires about their sense of relatedness and their level of engagement when using wikis for open collaborative project work. Results from the regression analyses showed that students' sense of relatedness with their teacher and peers facilitated their engagement in the collaborative wiki writing environment. The results were also consistent with the educational psychology research findings in a traditional classroom setting. Most importantly, the result from this study showed the possible linkage between IT in education research and the educational psychology literature. Implications of psychological factors on students' learning in technologically-enriched learning environments are discussed.
Original languageEnglish
Publication statusPublished - Aug 2014

Fingerprint

educational psychology
student
psychological factors
Hong Kong
secondary school
learning environment
regression
classroom
questionnaire
teacher
learning
education
literature

Citation

Law, W. W. T., King, R. B., Notari, M., Cheng, E. W. L., & Chu, S. K. W. (2014, August). Why do some students become more engaged in collaborative wiki writing? The role of sense of relatedness. Paper presented at the International Symposium on Open Collaboration (OpenSym 2014), Fraunhofer FOKUS, Berlin, Germany.

Keywords

  • Wiki
  • Open collaboration
  • Engagement
  • Relatedness