Difference between revisions of "Nokes - Dialectical Interaction and Robust Learning"
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Dialectical Interaction and Robust Learning | Dialectical Interaction and Robust Learning | ||
==Summary Table== | ==Summary Table== | ||
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| + | {| border="1" cellspacing="0" cellpadding="5" style="text-align: left;" | ||
| + | | '''PIs''' || Timothy Nokes, John Levine | ||
| + | |- | ||
| + | | '''Other Contributers''' || Daniel Belenky, Soniya Gadgil | ||
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| + | | '''Study Start Date''' || Sep. 1, 2009 | ||
| + | |- | ||
| + | | '''Study End Date''' || May. 31, 2010 | ||
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| + | | '''Site''' || University of Pittsburgh | ||
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| + | | '''Number of Students''' || ''N'' = ~180 | ||
| + | |- | ||
| + | | '''Total Participant Hours''' || ~360. | ||
| + | |- | ||
| + | | '''DataShop''' || no data yet | ||
| + | |} | ||
| + | <br> | ||
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==Abstract== | ==Abstract== | ||
This work, which lies at the intersection of motivation, affect, social interaction and conceptual learning, studies the role of affect in a learning situation in which it is hypothesized to play a particularly prominent role. We focus on dialectical interaction, in which two or more people with roughly equal status but alternative viewpoints work together to solve a problem, perform a task, or reach agreement on an issue. The term “alternative viewpoints” is used broadly to include different stances on a controversial issue and different strategies for solving a problem. We assume that dialectical interaction affects participants’ cognitive activity in large part through its impact on their motivational states / goals and affective responses during discussion. | This work, which lies at the intersection of motivation, affect, social interaction and conceptual learning, studies the role of affect in a learning situation in which it is hypothesized to play a particularly prominent role. We focus on dialectical interaction, in which two or more people with roughly equal status but alternative viewpoints work together to solve a problem, perform a task, or reach agreement on an issue. The term “alternative viewpoints” is used broadly to include different stances on a controversial issue and different strategies for solving a problem. We assume that dialectical interaction affects participants’ cognitive activity in large part through its impact on their motivational states / goals and affective responses during discussion. | ||
Revision as of 21:35, 5 December 2009
Dialectical Interaction and Robust Learning
Contents
Summary Table
| PIs | Timothy Nokes, John Levine |
| Other Contributers | Daniel Belenky, Soniya Gadgil |
| Study Start Date | Sep. 1, 2009 |
| Study End Date | May. 31, 2010 |
| Site | University of Pittsburgh |
| Number of Students | N = ~180 |
| Total Participant Hours | ~360. |
| DataShop | no data yet |
Abstract
This work, which lies at the intersection of motivation, affect, social interaction and conceptual learning, studies the role of affect in a learning situation in which it is hypothesized to play a particularly prominent role. We focus on dialectical interaction, in which two or more people with roughly equal status but alternative viewpoints work together to solve a problem, perform a task, or reach agreement on an issue. The term “alternative viewpoints” is used broadly to include different stances on a controversial issue and different strategies for solving a problem. We assume that dialectical interaction affects participants’ cognitive activity in large part through its impact on their motivational states / goals and affective responses during discussion.
Background & Significance
Glossary
Research questions
How do students learn when engaged in a debate? Do they integrate their own viewpoint with that of their opponent, or focus only on their own side? What factors play into this? Namely, does the format of the debate matter? What role does a student's affective experience play in this?
