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Cognitive Dialog Games Design to Improve Argumentation and Collaborative Learning Discussions PROCEEDING

, Institute of High Performance Computing, ASTAR - Singapore, Singapore ; , , , IHPC, Singapore

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

We tested the feasibility of our collaborative e-learning application in a pilot study with secondary school students. The tool, called DiaCog (in reference to “cognitive dialog games”), aims to enhance collaborative learning activities and promote communication skills. The pilot study examined students’ dialog interactions and learning gains with DiaCog as compared to a free chat application. Multiple choice and short answer questions were employed to assess learning gains. An argumentation quality rubric was applied to evaluate students’ dialogs. A “semantic fingerprint” system was applied to measure students’ topic cohesion in the dialogs. Findings suggest that DiaCog may encourage more scientific argumentation, topic cohesion, and understanding. It may also lead to better idea communication in fewer turns. Future research directions are discussed, as well as possibilities for applications of DiaCog in classroom settings to promote and track effective collaborative learning.

Citation

Yengin, I., Herberg, J., Satkunarajah, P. & Tan, M. (2016). Cognitive Dialog Games Design to Improve Argumentation and Collaborative Learning Discussions. In Proceedings of E-Learn: World Conference on E-Learning (pp. 971-980). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2017 from .

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