Dialogue Analysis in Collaborative Learning

Abstract

This paper presents a study about which kind of interaction leads to better learning within a collaborative learning task, in terms of the effects of a speech act on both the actor and their collaborative partner, in a cooperative or competitive behavior. To perform this study, we have developed an analysis model that investigates features in dialogue interactions based on student's differences in understanding, as shown by their conversation protocol, and an investigation of the cognitive conflict based on Piagetian theories. We have analyzed data from a study conducted in a computer supported collaborative learning environment (CSCL) in the domain of fractions. The long-term goal of this model is to better understand collaborative learning and to support pedagogical agents in intervening in dialogue in order to keep collaboration productive.

The Role of a Help Requester in Collaborative Learning

“…Based on [5], [6] and from this work, we could design the research results for learning gains in four dimensions, Figure 3. Analyzing this graph, we can observe the absence of evidence for some convergent dimensions.…”

“…Ref. [5], [6] found results indicating that student's competing behavior as speaker's speech act (sender) are associated with effective positive learning. In this paper, we describe complimentary findings for the hearer (receiver) playing the role of cooperation.…”

“…Piaget claimed that one source of progress in the development of knowledge is found in the imbalance that forces a subject to seek new equilibriums through assimilation and accommodation. The code scheme focus on searches for individual's knowledge gains on the basis of the students' collaborative behavior through their beliefs' negotiation of their meaning [5]. It allows the investigation for the use of cognitive knowledge misconceptions (lacking and misunderstanding) in a dialogue protocol, and the student's roles of cooperation and competition.…”

“…Based on the results of [5], [6], Fig. 1 is a three dimension graph depicting speech acts by player roles, the cognitive and social learning activities, and the speech actors of speaker and hearer.…”

A Qualitative Study of Insults in Collaborative Learning

“…Piaget claimed that one source of progress in the development of knowledge is found in the imbalance that forces a subject to seek new equilibriums through assimilation and accommodation. The coding scheme utilized focused on an investigation of individuals' knowledge gains based on the students' collaborative behavior through their beliefs' and negotiation of their meaning [3]. This coding scheme allows for an investigation of the use of cognitive knowledge misconceptions (lacking and misunderstanding) in a dialogue protocol, and students' cooperative and competitive roles.…”