The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing
The Relationship between Co-Creative Dialogue and High School Learners' Satisfaction with their Collaborator in Computational Music Remixing
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共同创作对话与高中学习者对计算音乐混音合作者的满意度之间的关系
DOI：
10.1145/3512970
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发表时间：
2022
影响因子：
--
通讯作者：
Freeman, Jason
中科院分区：
文献类型：
--
作者：
Katuka, Gloria Ashiya;Webber, Alexander R.;Wiggins, Joseph B.;Boyer, Kristy Elizabeth;Magerko, Brian;McKlin, Tom;Freeman, Jason
人与人之间的共同创造过程的特点是丰富的对话，将每个人的想法带入协作空间。当人们共同创造一个既有技术又有美学的人工制品时，他们的对话反映了这两个维度之间的相互作用。然而，表达这种相互作用的对话机制及其与同行满意度等成果的关联程度，还没有得到很好的理解。本文报告了一项研究，68名高中学习者的文本对话，因为他们创造的音乐代码一起在数字学习环境中的音乐混音。我们报告了一个新的对话分类，以捕捉学习者的协作对话的技术和美学方面。我们确定了语料库中存在的对话行为n-gram（长度为1，2或3的序列），并发现了五个重要的n-gram预测因子，用于学习者在合作过程中是否对他们的合作伙伴感到满意。学习者更有可能报告更高的满意度与他们的合作伙伴时，学习者经常承认他们的合作伙伴，与他们的合作伙伴交换积极的反馈，他们的合作伙伴提出了一个想法，并详细阐述了这个想法。相比之下，学习者更有可能报告较低的满意度与他们的合作伙伴时，学习者经常接受背靠背的建议，从他们的合作伙伴，当合作伙伴响应学习者的声明与积极的反馈。这项工作的进步理解合作创造领域内的合作对话，并建议对话策略，可能有助于促进合作创造力的学习者合作，以产生一个创造性的工件。研究结果还表明，智能或自适应系统，旨在支持学习者在共同创造的过程中的重点领域。
Co-creative proccesses between people can be characterized by rich dialogue that carries each person's ideas into the collaborative space. When people co-create an artifact that is both technical and aesthetic, their dialogue reflects the interplay between these two dimensions. However, the dialogue mechanisms that express this interplay and the extent to which they are related to outcomes, such as peer satisfaction, are not well understood. This paper reports on a study of 68 high school learner dyads' textual dialogues as they create music by writing code together in a digital learning environment for musical remixing. We report on a novel dialogue taxonomy built to capture the technical and aesthetic dimensions of learners' collaborative dialogues. We identified dialogue act n-grams (sequences of length 1, 2, or 3) that are present within the corpus and discovered five significant n-gram predictors for whether a learner felt satisfied with their partner during the collaboration. The learner was more likely to report higher satisfaction with their partner when the learner frequently acknowledges their partner, exchanges positive feedback with their partner, and their partner proposes an idea and elaborates on the idea. In contrast, the learner is more likely to report lower satisfaction with their partner when the learner frequently accepts back-to-back proposals from their partner and when the partner responds to the learner's statements with positive feedback. This work advances understanding of collaborative dialogue within co-creative domains and suggests dialogue strategies that may be helpful to foster co-creativity as learners collaborate to produce a creative artifact. The findings also suggest important areas of focus for intelligent or adaptive systems that aim to support learners during the co-creative process.
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影响因子：
3.6
作者：
Bradley A. Goodman;Frank Linton;Robert Gaimari;J. Hitzeman;Helen Ross;Guido Zarrella
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DOI：
--
发表时间：
2015
期刊：
International Conference on Innovative Computing and Cloud Computing
影响因子：
--
作者：
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通讯作者：
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作者：
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DOI：
--
发表时间：
2000
期刊：
影响因子：
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作者：
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通讯作者：
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影响因子：
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作者：
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通讯作者：
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