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Title: Examining Positive and Negative Interdependence in an Elementary School CSCL Setting
Authors: Hartmann, Christian
Olsen, Jennifer K.
Brand, Charleen
Aleven, Vincent
Rummel, Nikol
Issue Date: Jul-2017
Publisher: Philadelphia, PA: International Society of the Learning Sciences.
Citation: Hartmann, C., Olsen, J. K., Brand, C., Aleven, V., & Rummel, N. (2017). Examining Positive and Negative Interdependence in an Elementary School CSCL Setting In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.
Abstract: Social interdependence is a key concept in CSCL research. However, investigations of students’ positive and negative interdependence during collaborative activities have often relied on self-report, rather than dialogue analysis. Bringing together politeness and social interdependence theory, we assessed dialogue indicators of positive and negative interdependence from behavioral data (namely, face-saving and face-threatening dialogue moves) and compared the results with those of self-report scales. We analyzed a data set of 30 elementary students learning fractions with an intelligent tutoring system (ITS). Our initial analyses focus on the link between use of language that is face-saving (e.g., marking identity with statements such as “we are great”) or face-threatening (e.g., insulting), and students’ preferences to collaborate and compete. We found only non-significant correlations between these two broad categories, but found significant correlations between dialogue indicators, such as the use of identity markers and joking, that suggest directions for subsequent studies.
Appears in Collections:CSCL 2017

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