Characterizing the temporal dynamics of student-teacher discourse

Student-teacher verbal communication contributes to successful learning outcomes. In this study we explore the use of conceptual-based recurrence plots to characterize the dynamics of student-teacher interaction. The results indicate: 1) Individual differences in teachers' speech styles 2) Teac...

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Bibliographic Details
Published in2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL) pp. 1 - 2
Main Authors Salamanca, L. P., Carini, A. R., Lee, M. A., Dykstra, K., Whitehill, J., Angus, D., Wiles, J., Reilly, J. S., Bartlett, M. S.
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.11.2012
Subjects
Data visualization
Discourse
Education
Educational institutions
Jacobian matrices
Medical services
Radar
Social-interaction
Speech
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Summary:Student-teacher verbal communication contributes to successful learning outcomes. In this study we explore the use of conceptual-based recurrence plots to characterize the dynamics of student-teacher interaction. The results indicate: 1) Individual differences in teachers' speech styles 2) Teacher speech may reflect strategies that are sensitive to student performance and 3) Student-teacher discourse dynamics may influence learning outcomes. Findings have educational implications, particularly in classroom settings where teachers depend on verbal interaction to communicate to students; they also provide the foundation for modeling student-teacher interaction and creating automated tutoring systems that respond sensitively and effectively.
ISBN:146734964X
9781467349642
ISSN:2161-9476
DOI:10.1109/DevLrn.2012.6400840