Name
Abstract | ||
|---|---|---|
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. |
Year | DOI | Venue |
|---|---|---|
2012 | 10.1109/DevLrn.2012.6400840 | Development and Learning and Epigenetic Robotics |
Keywords | DocType | ISSN |
computer aided instruction,speech,automated tutoring systems,classroom settings,conceptual-based recurrence plots,educational implications,individual differences,student-teacher discourse dynamics,student-teacher interaction modeling,student-teacher verbal communication,successful learning outcomes,teacher speech,teachers speech styles,temporal dynamics,verbal interaction,Discourse,Education,Social-interaction | Conference | 2161-9484 |
ISBN | Citations | PageRank |
978-1-4673-4963-5 | 2 | 0.44 |
References | Authors | |
1 | 9 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Linda P. Salamanca | 1 | 26 | 2.37 |
| Amber R. Carini | 2 | 4 | 0.80 |
| Monique A. Lee | 3 | 4 | 0.80 |
| Karmen Dykstra | 4 | 42 | 2.20 |
| Jacob Whitehill | 5 | 988 | 58.75 |
| Daniel Angus | 6 | 92 | 9.35 |
| Janet Wiles | 7 | 156 | 21.96 |
| Judy Reilly | 8 | 24 | 2.01 |
| Marian Stewart Bartlett | 9 | 2026 | 183.92 |