A Meta-Analysis of the Effectiveness of Computer-Supported Collaborative Learning in enhancing Students' Learning Outcomes

In the era of digital intelligence, Computer-Supported Collaborative Learning has been widely recognized as an important means of enhancing learning outcomes in the field of education. However, the academic community continues to debate the effectiveness of Computer-Supported Collaborative Learning on learning outcomes. This paper conducted a comprehensive review of 40 experimental and quasi-experimental studies related to Computer-Supported Collaborative Learning from 2000 to 2020, utilizing a meta-analysis approach to evaluate the enhancement or deterioration of learning outcomes. The research found that Computer-Supported Collaborative Learning has a significant positive impact on students' learning outcomes, with a moderate overall effect size. In terms of specific dimensions of learning outcomes, Computer-Supported Collaborative Learning can effectively improve cognitive skills, while improvements in emotional attitudes are relatively small. Subject area and learning stage all serve as important moderating factors affecting Computer-Supported Collaborative Learning impact on students' learning outcomes.