Learning by observing tutorial dialogue versus monologue collaboratively or alone

Kasia Muldner, Keith Dybvig, Rachel Lam, Michelene T.H. Chi

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Scopus citations

Abstract

We report on a study with 65 middle-school students who learned about the concept of diffusion through observation. We manipulated two factors: the number of observers, solo vs. dyad, and the type of video students observed, tutorial dialogue vs. monologue. Our findings show that dyad observers learn significantly better than solo observers, and that for certain types of questions, observing dialogue results in better learning gains, as compared to observing monologue.

Original languageEnglish (US)
Title of host publicationExpanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011
EditorsLaura Carlson, Christoph Hoelscher, Thomas F. Shipley
PublisherThe Cognitive Science Society
Pages1340-1345
Number of pages6
ISBN (Electronic)9780976831877
StatePublished - 2011
Externally publishedYes
Event33rd Annual Meeting of the Cognitive Science Society: Expanding the Space of Cognitive Science, CogSci 2011 - Boston, United States
Duration: Jul 20 2011Jul 23 2011

Publication series

NameExpanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011

Conference

Conference33rd Annual Meeting of the Cognitive Science Society: Expanding the Space of Cognitive Science, CogSci 2011
Country/TerritoryUnited States
CityBoston
Period7/20/117/23/11

Keywords

  • collaboration
  • emergent phenomena
  • monologue vs. dialogue
  • vicarious learning

ASJC Scopus subject areas

  • Artificial Intelligence
  • Computer Science Applications
  • Human-Computer Interaction
  • Cognitive Neuroscience

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