Stop Talking and Type: Comparing Virtual and Face-to-Face Mentoring in an Epistemic Game
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| Title: | Stop Talking and Type: Comparing Virtual and Face-to-Face Mentoring in an Epistemic Game |
|---|---|
| Language: | English |
| Authors: | Bagley, E. A., Shaffer, D. W. |
| Source: | Journal of Computer Assisted Learning. Dec 2015 31(6):606-622. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2015 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1225885 DRL0918409 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Games, Simulated Environment, Thinking Skills, Mentors, Computer Mediated Communication, Interaction, Pretests Posttests, Network Analysis, Statistical Analysis, Teaching Methods, Comparative Analysis |
| DOI: | 10.1111/jcal.12092 |
| ISSN: | 0266-4909 |
| Abstract: | Research has shown that computer games and other virtual environments can support significant learning gains because they allow young people to explore complex concepts in simulated form. However, in complex problem-solving domains, complex thinking is learned not only by taking action, but also with the aid of mentors who provide guidance in the form of questions, instructions, advice, feedback and encouragement. In this study, we examine one context of such mentoring to understand the impact of replacing "face-to-face" interactions between mentors and students with "virtual," chat-based interactions. We use pre- and post-measures of learning and a post-measure of engagement, as well as "epistemic network analysis" (ENA), a novel quantitative method, to examine student and mentor discourse. Our results suggest that mentoring via online chat can be as effective as mentoring face-to-face in appropriately structured contexts more generally--and that ENA may be a useful tool for assessing student and mentor discourse in the context of learning interactions. |
| Abstractor: | As Provided |
| Entry Date: | 2016 |
| Accession Number: | EJ1087832 |
| Database: | ERIC |
| Abstract: | Research has shown that computer games and other virtual environments can support significant learning gains because they allow young people to explore complex concepts in simulated form. However, in complex problem-solving domains, complex thinking is learned not only by taking action, but also with the aid of mentors who provide guidance in the form of questions, instructions, advice, feedback and encouragement. In this study, we examine one context of such mentoring to understand the impact of replacing "face-to-face" interactions between mentors and students with "virtual," chat-based interactions. We use pre- and post-measures of learning and a post-measure of engagement, as well as "epistemic network analysis" (ENA), a novel quantitative method, to examine student and mentor discourse. Our results suggest that mentoring via online chat can be as effective as mentoring face-to-face in appropriately structured contexts more generally--and that ENA may be a useful tool for assessing student and mentor discourse in the context of learning interactions. |
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| ISSN: | 0266-4909 |
| DOI: | 10.1111/jcal.12092 |
