Vicarious learning from dialogue and discourse -- A controlled comparison |
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| Authors: | Cox Richard McKendree Jean Tobin Richard Lee John Mayes Terry |
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| Institution: | (1) Human Communication Research Centre, University of Edinburgh, 2 Buccleuch Place, Edinburgh, EH8 9LW Scotland, U.K;(2) Centre for Learning & Teaching Innovation, Glasgow Caledonian University, City Campus, Cowcaddens Road, Glasgow, G4 0BA Scotland, U.K |
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| Abstract: | This study examined learning in the domain of sentence parsing and syntax tree-diagram construction. The aim of the study was to assess whether subjects could learn  vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations. |
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| Keywords: | animation dialogue discourse discourse representation structure DRS educational dialogue educational multimedia observational learning vicarious learning |
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