Fostering Balanced Contributions among Children through Dialogue Visualization

Autor/inn/en	Celepkolu, Mehmet; Galdo, Aisha Chung; Boyer, Kristy Elizabeth
Titel	Fostering Balanced Contributions among Children through Dialogue Visualization
Quelle	In: IEEE Transactions on Learning Technologies, 15 (2022) 4, S.454-466 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Celepkolu, Mehmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1109/TLT.2022.3193648
Schlagwörter	Teaching Methods; Classroom Communication; Cooperative Learning; Child Behavior; Metacognition; Educational Technology; Visualization; Dialogs (Language); Information Retrieval; Video Technology; Interaction Process Analysis; Computer Science Education; Coding; Children + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtsmedien; Visualisation; Visualisierung; Dialog; Dialogs; Dialogue; Dialogues; Prozessanalyse; Computer science lessons; Informatikunterricht; Codierung; Programmierung; Child; Kind; Kinder
Abstract	As children develop conversational skills such as taking turns and openly listening to ideas, they often experience conflicts and inequity within collaborative dialogue for learning. Previous research suggests that increasing children's awareness about their own behaviors during collaboration may help them adjust their behaviors and become better partners. Despite this promise, there are currently no educational technologies designed to support children in visualizing and reflecting on their collaborative dialogues. This article reports on an application that generates interactive visualizations of children's dialogue illustrating their word counts, questions counts and types, dialogue content, keywords from their dialogue, and a video recording of their interaction. We evaluated the application by conducting a study with 20 children who were completing computer science (block-based coding) tasks collaboratively and examined how they changed their dialogues in a subsequent dialogue after interacting with the visualizations of their dialogues. Results show that after viewing their dialogue visualizations, children engaged in more balanced dialogues and that less-engaged students talked more and asked more questions. This article provides evidence that dialogue visualization tools have a great potential for supporting young learners as they deeply think about their own dialogue and improve their collaborative behaviors. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01