An Approach to Analyzing the Role and Structure of Reflective Dialogue
In IJAIED
11 (3): "Part I of the Special Issue on Analysing Educational Dialogue Interaction "
Publication information
Abstract
Several intelligent tutoring systems contain modules that support reflection after
practice exercises. However, there is very little research on reflective dialogue and its relation
to dialogue during problem solving that can guide this effort. The approach to analyzing
educational dialogue described in this paper was developed to address this problem. Using
statistical and machine learning methods, we compared the frequency and structure of speech
acts by avionics students and experts during practice exercises with speech acts during a postpractice
reflective discussion (PPR). There were several differences. For example, the
percentage of student requests for explanations about how the electronic system works and of
self-explanations was higher during PPR than during problem solving. We also investigated the
relationship between when a misconception was addressed—during problem solving, during
post-practice reflection, or distributed between the two phases—and whether a misconception
was eliminated. Misconceptions were more likely to be resolved if they were addressed during
problem solving and PPR than during problem solving alone. These results suggest that PPR
can play an important role in instructing students in the conceptual knowledge underlying
strategic tasks, and hence support the inclusion of reflective activities in intelligent tutoring
systems.
