Do we really mean the same? the relationship between word choices and computer mediated cooperative learning

This study analyses how the exchange of text specific information in virtual cooperative writing can be improved. Based on findings concerning the automatic absorption of words in written communication (lexical alignment), we conducted a study with 64 students to determine whether there was a positive impact of the use of different terminology on the transfer of knowledge and the individual learning outcomes. As assumed, dyads that had cooperated with material containing different terminology asked more questions, gave more explanations and performed better in a following learning test than dyads whose learning materials contained the same terminology. The results are discussed with regard to their implications for selecting and creating further learning materials.