On the efficiency of adaptive collaborative scripts in learning: a systematic literature review on fading-out scripts, adaptive scripts, and self-adaptive scripts

In an endeavor to tackle the limitations of fixed collaborative scripts and to further support collaborative learning practices, adaptive collaborative scripts have been implemented within the educational domain. However, the divergent findings surrounding the efficacy of adaptive collaborative scripts engendered a compelling need for a comprehensive understanding of the adaptive scripts. This study explored the effectiveness of adaptive scripts through a systematic analysis of 11 meticulously chosen studies and demonstrated the distinct contributions offered by varying types of adaptive collaborative scripts (namely, fading-out scripts, adaptable scripts, and self-adaptive scripts). The results underscored adaptive scripts yielded a favorable impact on the caliber of collaboration and on learners' psychological contentment. Nonetheless, the ramifications on learning outcomes were inconclusive. Under the guidance of activity theory, this review uncovered the optimal application conditions of each variant of adaptive script. The fading-out scripts necessitated supplementary consistent support to ensure satisfactory learning outcomes. Adaptable scripts demonstrated stable efficacy when employed for students with good self-regulation ability. The self-adaptive scripts yielded optimal results in learning activities with higher-level educational objectives. Distributed roles within learning groups and perceived adaptivity also influenced the efficacy of self-adaptive scripts. Implications, limitations, and future directions were also provided.