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ERIC Number: EJ1126980
Record Type: Journal
Publication Date: 2015
Pages: 27
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: EISSN-1929-7750
Does Seeing One Another's Gaze Affect Group Dialogue? A Computational Approach
Schneider, Bertrand; Pea, Roy
Journal of Learning Analytics, v2 n2 p107-133 2015
In a previous study, we found that real-time mutual gaze perception (i.e., being able to see the gaze of your partner in real time on a computer screen while solving a learning task) had a positive effect on student collaboration and learning (Schneider & Pea, 2013). The goals of this paper are (1) to explore a variety of computational techniques for analyzing the transcripts of student discussions; (2) to examine whether any of those measures sheds new light on our previous results; and (3) to test whether those metrics have any predictive power regarding learning outcomes. Using various natural language processing algorithms, we found that linguistic coordination (i.e., the extent to which students mimic each other in terms of their grammatical structure) did not predict the quality of student collaboration or learning gains. However, we found that a simple computational measure of student verbal coherence (i.e., the extent to which students build on each other's ideas) was positively correlated with their learning gains. Additionally, this measure was significantly different across our experimental conditions: students who could see the gaze of their partner in real time were more likely to develop a coherent discussion. Finally, using various language metrics, we were able to roughly predict (i.e., using a median-split) learning gains with a 94.4% accuracy using Support Vector Machine. The accuracy dropped to 75% when we used our model on a validation set. We conclude by discussing the benefits of using computational techniques on educational datasets.
Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, LIFE Center
Authoring Institution: N/A
Grant or Contract Numbers: 0835854