iTalk–iSee: A participatory visual learning analytical tool for productive peer talk

Hu, Liru; Wu, Jiajun; Chen, Gaowei

doi:10.1007/s11412-022-09374-w

Cited by 3 publications

(4 citation statements)

References 92 publications

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“…Such a mechanism is consistent with other studies. For instance, Hu et al (2022) reported that teachers' guiding students to interpret LA visualisations enhanced students' epistemic agency. The results of our study enriched extant literature by further identifying how different technological affordances of LA tools may differ in supporting students' shared epistemic agency discourse moves.…”

Section: Discussionmentioning

confidence: 99%

Using learning analytics to enhance college students' shared epistemic agency in mobile instant messaging: A new way to support deep discussion

Yu,

Tao,

Chen

et al. 2024

Computer Assisted Learning

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BackgroundDeep discussions play an important role in students' online learning. However, researchers have largely focused on engaging students in deep discussions in online asynchronous forums. Few studies have investigated how to promote deep discussion via mobile instant messaging (MIM).ObjectivesIn this study, we applied learning analytical tools (i.e., KBdeX and word clouds) to enhance students' shared epistemic agency and thereby support their deep discussions in MIM.MethodsForty Chinese college students participated in this study and reflected on their MIM engagement by participating in the learning analytics (LA)‐augmented meta‐discourse sessions. The study used multiple data analysis methods, including content analysis, statistical analysis, epistemic network analysis and lag sequential analysis.ResultsWe found that LA engaged students in deep discussions and shared epistemic agency‐related discourse, such as creating shared understanding, creating knowledge objects, and projective and regulative processes. In particular, word clouds engaged students in more complete shared epistemic agency discourse trajectory which started from creating awareness of unknowns, then progressed to setting projective plans and sharing information, and ultimately, creating shared understanding. Moreover, our analysis indicated that epistemic agency discourse moves of creating shared understanding led students to a high level of deep discussion.ImplicationsThis study contributes to research by extending the ‘comparison paradigm’, which focuses on comparing (a)synchronous forums with MIM, to a ‘design paradigm’, which mobilises design features from (a)synchronous forums to MIM and using learning analytical tools to engage students in deep online discussions by promoting their epistemic agency.

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Section: Discussionmentioning

confidence: 99%

Using learning analytics to enhance college students' shared epistemic agency in mobile instant messaging: A new way to support deep discussion

Yu,

Tao,

Chen

et al. 2024

Computer Assisted Learning

Self Cite

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“…Firstly, our approach is based on a multidimensional participation equity framework, distinguishing it from previous visual analytical tools that predominantly focus on the distribution of participation as the sole indicator of desired participation behaviour (Sirbu et al, 2019; van Leeuwen et al, 2019; see a review in Hu & Chen, 2021). Secondly, the approach actively involves students in analysing participation equity through the code ➔ visualize ➔ reflect macro‐scripts (Hu et al, 2022). By engaging students in recognizing the speaker, addressee and whether the current speaker responds to the last one, this participatory approach fosters students' awareness of evaluating their participation equity from multiple dimensions and deepens their understanding of the interplay between various dimensions.…”

Section: Discussionmentioning

confidence: 99%

“…In this study, we employed iTalk–iSee (Hu et al, 2022), a participatory visual learning analytical tool. It designs suitable visual representations that are both familiar and easily understandable, with fourth‐grade elementary school students as the initial audience, yet designed to serve young students beyond this grade as well.…”

Section: Overview Of the Present Studymentioning

confidence: 99%

“…Dialogism emphasizes the equal rights of various consciousnesses, which reflects its underlying ethical considerations and its intrinsic requirement for equity in dialogue (Matusov et al, 2019). Consistent with the dialogism framework (Bakhtin, 1929/1984), effective dialogic collaborative problem solving (DCPS) also requires equity among all alternative views (Hu et al, 2022). Nevertheless, the social and affective dimensions of dialogue have not been given adequate attention in both research (Strauß & Rummel, 2021) and practice (Le et al, 2018) in comparison to the cognitive aspect.…”

Section: Introductionmentioning

confidence: 99%

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Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach

Hu,

Chen,

2024

Computer Assisted Learning

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BackgroundThe existing research on dialogue‐based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental to ensuring the efficacy of dialogic teaching and learning.ObjectivesIn this study, participation equity refers to a condition in which participation itself and opportunities to participate are fairly distributed among participants and all participants are equally listened to and respected. We designed a technology‐enhanced participatory visual learning analytical approach to promote equitable participation in dialogic collaborative problem solving from four dimensions: participation (i.e., ensuring equal contributions from all participants), opportunity (i.e., promoting equal engagement with others), responsiveness (i.e., encouraging equal attentiveness and responsiveness to others' input), and respect (i.e., cultivating a respectful communication style).MethodsThe intervention class of fourth‐grade students (n = 59) interacted with a participatory visual learning analytical tool to reflect on their participation equity and learn productive peer talk moves to address equity issues concerning the four dimensions, while a comparison class (n = 59) only received simple feedback on participation and respect.ResultsThe results indicated that equal participation rates among group members were insufficient to secure participation equity. The intervention was effective in helping students realize and address equity‐related issues. Intervention students were more equitable regarding responsiveness and participation opportunity than the comparison students.ConclusionsThe proposed multidimensional participation equity framework has the potential to deepen the understanding of equity and promote equitable learning interactions.

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Human-centred learning analytics and AI in education: A systematic literature review

Alfredo,

Echeverria,

Jin

et al. 2024

Computers and Education: Artificial Intelligence

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iTalk–iSee: A participatory visual learning analytical tool for productive peer talk

Cited by 3 publications

References 92 publications

Using learning analytics to enhance college students' shared epistemic agency in mobile instant messaging: A new way to support deep discussion

Using learning analytics to enhance college students' shared epistemic agency in mobile instant messaging: A new way to support deep discussion

Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach

Human-centred learning analytics and AI in education: A systematic literature review

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