Overhearing dialogue between virtual tutor and tutee produced more recall propositions, transfer questions, and deeper reasoning than monologue¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who overheard dialogue between a virtual tutee and tutor wrote significantly more propositions in free recall and asked significantly more questions in the transfer task than students who overheard a monologue. → Yanghee Kim and Amy L. Baylor 2006

Evidence¶

Yanghee Kim and Amy L. Baylor 2006¶

Yanghee Kim and Amy L. Baylor. (2006). A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. ETR&D, Vol. 54, No. 6, pp. 569–596. https://doi.org/10.1007/s11423-006-0637-3

q2 · i? · theoretical · r3

The review reports, citing Craig et al. (2000), an experiment with 48 college students in computer literacy comparing overheard dialogue versus monologue. The dialogue condition showed significantly more free-recall propositions, more transfer-task questions, and deeper-level reasoning; no effect sizes are printed.

"Results showed that students who overheard the dialogue in which a virtual tutee asked a virtual tutor questions wrote significantly more propositions in free recall and asked significantly more questions in the transfer task"

Discussion¶

Related Claims¶

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