TY - JOUR
T1 - The deep-level-reasoning-question effect
T2 - The role of dialogue and deep-level-reasoning questions during vicarious learning
AU - Craig, Scotty D.
AU - Sullins, Jeremiah
AU - Johnson, Amy
AU - Gholson, Barry
N1 - Funding Information:
This research was supported by the Institute for Education Sciences (IES) Grant R305H0r0169. The Tutoring Research Group at the University of Memphis is an interdisciplinary research team comprised of approximately 35 researchers from psychology, computer science, physics, and education (visit http://www.autotutor. org). The research on AutoTutor was supported by the National Science Foundation (SBR 9720314, REC 0106965, REC 0126265, ITR 0325428) and the DOD Multidisciplinary University Research Initiative (MURI) administered by ONR under grant N00014-00-1-0600. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of IES (DOE), DOD, ONR, or NSF.
PY - 2006
Y1 - 2006
N2 - We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing 1 of 4 vicarious learning conditions : a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a deep-level-reasoning question preceding each sentence, a dialogue with a deep-level-reasoning question preceding half of the sentences, or a monologue. Learners in the condition where a deep-level-reasoning question preceded each sentence significantly outperformed those in the other 4 conditions. Experiment 2 included the same interactive and noninteractive recorded condition, along with 2 vicarious learning conditions involving deep-level-reasoning questions. Both deep-level-reasoning-question conditions significantly outperformed the other conditions. These findings provide evidence that deep-level-reasoning questions improve vicarious learning.
AB - We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing 1 of 4 vicarious learning conditions : a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a deep-level-reasoning question preceding each sentence, a dialogue with a deep-level-reasoning question preceding half of the sentences, or a monologue. Learners in the condition where a deep-level-reasoning question preceded each sentence significantly outperformed those in the other 4 conditions. Experiment 2 included the same interactive and noninteractive recorded condition, along with 2 vicarious learning conditions involving deep-level-reasoning questions. Both deep-level-reasoning-question conditions significantly outperformed the other conditions. These findings provide evidence that deep-level-reasoning questions improve vicarious learning.
UR - http://www.scopus.com/inward/record.url?scp=33845284532&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33845284532&partnerID=8YFLogxK
U2 - 10.1207/s1532690xci2404_4
DO - 10.1207/s1532690xci2404_4
M3 - Article
AN - SCOPUS:33845284532
VL - 24
SP - 565
EP - 591
JO - Cognition and Instruction
JF - Cognition and Instruction
SN - 0737-0008
IS - 4
ER -