<p>Collaborative knowledge construction (CKC) is the process through which students jointly construct shared understanding and generate new knowledge through interactive discussion and collective reasoning. Scripted roles, as important external scaffolding, have been widely used in CKC to enhance collaborative learning outcomes and promote the learning processes in different learning environments. However, most existing studies have merely applied scripted roles in a single collaborative environment, with limited research exploring their effectiveness in promoting CKC across diverse environments. To address this research gap, this study proposed a scripted role framework (i.e., toastmaster, supporter, opponent, summarizer) and investigated the impacts of the four roles on undergraduates’ CKC processes in different learning environments (i.e., online environment, offline environment). Specifically, this study conducted a 14-week quasi-experiment and used epistemic network analysis and lag sequential analysis to compare students’ viewpoint depth and interaction patterns in four conditions (i.e., online with scripted role group, online without scripted role group, offline with scripted role group, offline without scripted role group). The results showed that the four scripted roles effectively enhanced the depth of CKC, although its efficacy exhibited significant context dependency. Moreover, compared with the online environment, scripted roles proved more effective in facilitating students’ viewpoint depth and deep-level behavioral transformation in the offline environment. Interestingly, there was no significant difference in opponent roles’ viewpoint depth between the two environments, and their behavioral shift exhibited from deep back to superficial interaction. On the basis of the findings, this study further provides empirical evidence for the effectiveness of scripted roles and offers practical implications for their design and implementation in different learning. environments.</p>