Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7359
Title: My Partner was a Good Partner: Investigating the Relationship between Dialogue Acts and Satisfaction among Middle School Computer Science Learners
Authors: Katuka, Gloria Ashiya
Bex, Richard T.
Celepkolu, Mehmet
Boyer, Kristy Elizabeth
Wiebe, Eric
Mott, Bradford
Lester, James
Keywords: CSCL
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Katuka, G. A., Bex, R. T., Celepkolu, M., Boyer, K. E., Wiebe, E., Mott, B., & Lester, J. (2021). My Partner was a Good Partner: Investigating the Relationship between Dialogue Acts and Satisfaction among Middle School Computer Science Learners. In Hmelo-Silver, C. E., De Wever, B., & Oshima, J. (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 51-58). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Collaborative dialogue provides a rich information source for understanding the effectiveness of student interactions. While many studies emphasize the importance of productive dialogue behaviors, the impact of those behaviors on learners’ perceptions of their partners is not yet understood. This paper examines a dialogue corpus of 18 pairs of middle school students as they engage in block-based coding activities. We tagged the corpus with a collaborative dialogue act taxonomy and identified sequences of one to two dialogue acts (n-grams) that are significantly associated with partner satisfaction during collaborative learning. Six n-grams were found to be significant predictors: n-grams that were positively associated with satisfaction included some questions and clarifications. In contrast, n-grams that were negatively associated with satisfaction included off-task utterances, pairs of consecutive questions, and unexpectedly, positive feedback. These findings contribute to our understanding of how learners prefer to interact with their partners and how that interaction impacts collaborative experiences.
URI: https://doi.dx.org/10.22318/cscl2021.51
https://repository.isls.org//handle/1/7359
Appears in Collections:ISLS Annual Meeting 2021

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