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This study presents how the degree of script coercion can affect the learning outcome in a setting for computer-supported collaborative learning. In the study, 42 junior students majoring in Informatics were randomly assigned into two study conditions: High Coercion (n=22), and Low Coercion (n=20). Initially, students worked individually, studying material and answering ill-structured problems on the Software Project Management domain in a technology-enhanced learning environment. Next, students worked in pairs reviewing each other's answers, following a review microscript. Eventually, the students had to collaborate and agree on a final common answer. Post-test result analysis showed that students obligated to submit their review comments as deliverables back into the learning environment (High Coercion) far surpassed those for whom review submission as deliverables was optional. This outcome is in line with studies emphasizing that learning is improved when technology tools require that learners make their thinking explicit.