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Examining the Impact of Dialogue Moves in Tutor-Learner Discourse Using a Wizard of Oz Technique

Widmer, Colin Leigh
http://orcid.org/0000-0002-1268-0870
http://rave.ohiolink.edu/etdc/view?acc_num=miami1500648460632549

Abstract Details

2017, Doctor of Philosophy, Miami University, Psychology.
The use of both human and computer tutors provides learners with remarkable learning gains. Much of this success can be attributed to the dialogue interaction that occurs in tutor-learner discourse. There are a number of “dialogue moves” that tutors can use during these interactions to foster learning. In three experiments I examine the effects of different sets of dialogue moves across three forms of tutor-learner discourse. These experiments are carried out using a Wizard of Oz tool that I developed, such that participants believe they are interacting with an autonomous computer-based “intelligent” tutor, but are actually receiving tutorial feedback from a human at another computer. In Experiment 1 the impact of prompt feedback (which asks for specific information) and pump feedback (which asks for general elaboration) on learning are compared in the context of tutor-learner discourse designed to encourage gist explanation. Experiment 2 examines the effect of question answering tutor-learner discourse where participants are encouraged to ask questions of different depths. Experiment 3 examines an argumentation centered tutor-learner discourse and compares tutor feedback that does or does not provide scaffolding for including more argument elements. The results of these experiments demonstrate that the Wizard of Oz technique is a useful tool for discourse research and provide insights into how the dialogue a tutor uses can influence the effectiveness of tutor-learner discourse. This work suggests that utilizing discourse that encourages learners to focus on the important bottom-line meaning of lesson information is a promising starting point for developing effective tutorial dialogues.
Christopher Wolfe, PhD (Committee Chair)
Cecilia Shore, PhD (Committee Member)
Joshua Magee, PhD (Committee Member)
Heidi McKee, PhD (Committee Member)
108 p.
Cognitive Psychology
tutorial dialogues, dialogue moves, question asking, argumentation, wizard of oz, woz

Recommended Citations

Citations

  • Widmer, C. L. (2017). Examining the Impact of Dialogue Moves in Tutor-Learner Discourse Using a Wizard of Oz Technique [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1500648460632549

    APA Style (7th edition)

  • Widmer, Colin. Examining the Impact of Dialogue Moves in Tutor-Learner Discourse Using a Wizard of Oz Technique. 2017. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1500648460632549.

    MLA Style (8th edition)

  • Widmer, Colin. "Examining the Impact of Dialogue Moves in Tutor-Learner Discourse Using a Wizard of Oz Technique." Doctoral dissertation, Miami University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1500648460632549

    Chicago Manual of Style (17th edition)

miami1500648460632549
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© 2017, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.