Automatically coded dialogue acts distinguish male and female students' online communication¶

Claim · All claims
Evidence · 1 study · design r3 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2011: tool and model accuracy changes quickly

Subclaims¶

q3 i? In a two-level multilevel model of Study 1, female students used relatively more argumentatives (more reasons and conclusions) and more confirmations, while male students used more informative statements, nonsense statements, negative evaluations, and imperatives. → Erkens 2008

Evidence¶

Erkens 2008¶

Erkens, G., & Janssen, J. (2008). Automatic coding of dialogue acts in collaboration protocols. Computer-Supported Collaborative Learning, 3, 447-470. https://doi.org/10.1007/s11412-008-9052-6

q3 · i? · design · r3

Multilevel analysis (students within groups) of 19,889 automatically coded chat messages from 40 female and 25 male students in 21 groups. The article reports "female students used relatively more argumentatives than male students did" and male students "more imperative dialogue acts". No standardized effect sizes are printed (betas are unstandardized), so impact is null.

"Overall, these findings show that the automatic coding procedure of dialogue acts is able to distinguish between male and female students based on their verbal communicative behavior."

Discussion¶

Related Claims¶

• Automatic DAC coding of dialogue acts agrees substantially with manual coding (79.0% agreement, kappa 0.75)
• Automatically coded dialogue acts correlate with manually coded collaborative activities as expected
• DAC reliability varies by category: Informatives (especially negative evaluations and nonsense statements) code poorly
• Gender prompts shift feedback stance: female students receive affective, first-person, empathy-oriented feedback while male students receive objective, task-oriented critique — related