What kinds of questions do students ask while exploring data visualizations?

Kastens, Kim A.; Zrada, Melissa; Turrin, Margie

doi:10.1080/10899995.2019.1675447

Cited by 8 publications

(8 citation statements)

References 33 publications

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“…As noted above, factors such as course expectations, the nature of the task that students complete, students' prior experiences, the cognitive levels of assigned tasks, and existing norms in the classroom can all affect the process and outcome of in-class collaborative activities (Reid et al, 2022;Warfa et al, 2018;Zagallo et al, 2016;Becker et al, 2013). In the context of asking questions, instructors can design activities that encourage students to pose certain types of questions, such as those of a certain cognitive complexity (Chin and Osborne, 2008;Kastens, Zrada and Turrin, 2020). A potential area of future research is how the content, context, and type of collaborative activity that students engage in influences the types of questions that they ask within their groups and the nature of interactions they engender.…”

Section: Implications For Instruction and Researchmentioning

confidence: 99%

“…Much of the existing research on student questions was conducted in K-12 settings and involved looking at the nature of questions students asked during inquiry laboratories, and questions asked during argumentation. At the college level, in addition to the fact that there is limited research around student questions, the main approach used in the studies involved explicitly prompting students to ask questions or giving students some structure for asking questions, such as reading text and asking questions, asking questions after lecture, and looking at data and asking questions (Marbach-Ad and Sokolove, 2000;Harper et al, 2003;Kastens et al, 2020). The research we report here is different in the sense that we explored unprompted student peer-to-peer questions spontaneously generated during a group activity.…”

Section: Introductionmentioning

confidence: 99%

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Characterizing students’ peer–peer questions: frequency, nature, responses and learning

Tiffany

Grieger

Johnson

et al. 2023

Chem. Educ. Res. Pract.

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Section: Implications For Instruction and Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Characterizing students’ peer–peer questions: frequency, nature, responses and learning

Tiffany

Grieger

Johnson

et al. 2023

Chem. Educ. Res. Pract.

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show abstract

“…representing a relevant metric in the present collaborative sensemaking scenario. The reason why number of questions (related to the task/the data visualizations) participants ask each other is used as a metric is because question-asking is key in an exploratory analytical task in which hypotheses should be generated [29,40], and often "finding the right questions is often more important than finding the answer" (Tukey [79]). More generally, question asking is fundamental for scientific thinking and intellectual exploration [11,80,86].…”

Section: H1human-computer Interactionsmentioning

confidence: 99%

It's Good to Talk: A Comparison of Using Voice Versus Screen-Based Interactions for Agent-Assisted Tasks

Reicherts

Rogers

Capra

et al. 2022

ACM Trans. Comput.-Hum. Interact.

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Voice assistants have become hugely popular in the home as domestic and entertainment devices. Recently, there has been a move towards developing them for work settings. For example, Alexa for Business and IBM Watson for Business were designed to improve productivity, by assisting with various tasks, such as scheduling meetings and taking minutes. However, this kind of assistance is largely limited to planning and managing user's work. How might they be developed to do more by way of empowering people at work? Our research is concerned with achieving this by developing an agent with the role of a facilitator that assists users during an ongoing task. Specifically, we were interested in whether the modality in which the agent interacts with users makes a difference: How does a voice versus screen-based agent interaction affect user behavior? We hypothesized that voice would be more immediate and emotive, resulting in more fluid conversations and interactions. Here, we describe a user study that compared the benefits of using voice versus screen-based interactions when interacting with a system incorporating an agent, involving pairs of participants doing an exploratory data analysis task that required them to make sense of a series of data visualizations. The findings from the study show marked differences between the two conditions, with voice resulting in more turn-taking in discussions, questions asked, more interactions with the system and a tendency towards more immediate, faster-paced discussions following agent prompts. We discuss the possible reasons for why talking and being prompted by a voice assistant may be preferable and more effective at mediating human-human conversations and we translate some of the key insights of this research into design implications.

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“…Research outside writing studies has shown how students’ questions help tutors diagnose students’ current level of understanding and concomitantly shape their instruction and questioning input (Chin & Osborne, 2008; Fishbein et al, 1990; Kastensa et al, 2020; Pedrosa de Jesus et al, 2006). Because student questions can reveal students’ knowledge gaps and confusion, tutors can use students’ questions to refine their input; such a unique reaction in part accounts for “the phenomenal success of tutoring relative to classroom teaching” (Fishbein et al, 1990, p. 163).…”

Section: The Importance Of Students’ Questionsmentioning

confidence: 99%

Students’ Questions in Writing Center Conferences

Mackiewicz

Thompson

2022

Written Communication

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Questions are an important means by which students actively participate in and exercise some control over the moment-to-moment focus of writing center conferences. Through quantitative and qualitative analysis of student questions in 35 writing center conferences, we examined the frequency and type of students’ questions, finding no differences between native English speakers and non-native English speakers’ overall question frequency or their use of each question type. Students used common-ground questions most frequently, and knowledge-deficit questions second-most frequently. Our qualitative analysis revealed how students used questions to coconstruct potential language for their papers and to steer the course of their conferences. It also revealed the dilemma that arises when a student’s questions probe not only the tutor’s writing knowledge but also their subject-matter knowledge. This study demonstrates some ways that students take power over their conferences by asking questions and indicates that tutors might expect similar question frequency and similar types of questions from NESs and NNESs. It also suggests that tutors might use the tutoring strategy of reading aloud to create conversational openings for students’ questions. And it suggests potential benefits of attending to the type of questions that students use, as these types can indicate on a local level the extent of students’ contribution to their papers.

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What kinds of questions do students ask while exploring data visualizations?

Cited by 8 publications

References 33 publications

Characterizing students’ peer–peer questions: frequency, nature, responses and learning

Characterizing students’ peer–peer questions: frequency, nature, responses and learning

It's Good to Talk: A Comparison of Using Voice Versus Screen-Based Interactions for Agent-Assisted Tasks

Students’ Questions in Writing Center Conferences

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