The deep-level-reasoning-question effect: The role of dialogue and deep-level-reasoning questions during vicarious learning
The deep-level-reasoning-question effect: The role of dialogue and deep-level-reasoning questions during vicarious learning
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DOI：
10.1207/s1532690xci2404_4
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发表时间：
2006-01-01
影响因子：
3.3
通讯作者：
Gholson, Barry
中科院分区：
文献类型：
--
作者：
Craig, Scotty D.;Sullins, Jeremiah;Gholson, Barry
我们在两项研究中调查了对话和深层推理问题对大学生替代学习的影响。在实验1中，参与者通过与AutoTutor互动或通过查看4个替代学习条件中的一个来学习材料：AutoTutor对话的非交互式记录版本，每个句子之前的深层推理问题的对话，半个句子之前的深层推理问题的对话，或独白。在每句话之前都有一个深层推理问题的条件下，学习者的成绩显着优于其他4个条件下的学习者。实验2包括相同的交互和非交互记录条件，沿着2个涉及深层次推理问题的替代学习条件。两种深层推理问题条件都明显优于其他条件。这些发现提供了证据，证明深层推理问题可以改善替代学习。
We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing I of 4 vicarious learning conditions: a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a deep-level-reasoning question preceding each sentence, a dialogue with a deep-level-reasoning question preceding half of the sentences, or a monologue. Learners in the condition where a deep-level-reasoning question preceded each sentence significantly outperformed those in the other 4 conditions. Experiment 2 included the same interactive and noninteractive recorded condition, along with 2 vicarious learning conditions involving deep-level-reasoning questions. Both deep-level-reasoning-question conditions significantly outperformed the other conditions. These findings provide evidence that deep-level-reasoning questions improve vicarious learning.