Computer-supported collaborative learning offers a great potential for enhancing students' knowledge acquisition. According to Fischer and colleagues' (2013) "Script Theory of Guidance," students' goals represent an important influence on their perceptions of collaboration, which in turn affects their actions within collaborative learning situations. However, there is currently little research that examines the impact of goal-related prompts in computer-supported collaborative learning processes.
 

Tugce Özbek, Martin Greisel, Christina Wekerle, Andreas Gegenfurtner, and Ingo Kollar conducted an empirical study to investigate how different goal-related prompts affect students' perceptions of collaboration and their knowledge acquisition. The article was published in the special issue "Digital Collaborative Learning in General, Higher, and Business Education" of the journal "Frontiers in Psychology" and can be accessed via the following link: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1410152/full