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A Study of the Developmental Trajectory of Students' Interactive Dialogue Model in Middle School Information Technology Course: An Epistemic Network Analysis

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Title: A Study of the Developmental Trajectory of Students' Interactive Dialogue Model in Middle School Information Technology Course: An Epistemic Network Analysis
Language: English
Authors: Yan Wang (ORCID 0009-0008-0299-3217), Xiaoming Wang (ORCID 0009-0005-1521-1809)
Source: Education and Information Technologies. 2024 29(17):23657-23686.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Dialogs (Language), Middle School Students, Intervention, Cognitive Ability, Language Patterns, Network Analysis, Evaluation
DOI: 10.1007/s10639-024-12760-6
ISSN: 1360-2357
1573-7608
Abstract: Although traditional analytical techniques can characterize learners' internal cognitive abilities laterally and indirectly, it is difficult to present learners' learning development characteristics and changes comprehensively and dynamically. Epistemic network analysis, on the other hand, is an emerging educational research method that integrates qualitative and quantitative analyses and is able to visually and dynamically characterize the developmental trajectory of students' interactive dialogues. Therefore, this study used epistemic network analysis to dynamically track students' interactive dialogues. It was found that (1) there was a difference in the use of students' interactive dialogues between the intervention and control groups, with students in the intervention group using more exploratory dialogues, while students in the control group used more cumulative dialogues. (2) Observed from the time perspective, the development of interactive dialogues of the students in the control group was not significant, and the interactive dialogues of the students in the intervention group developed faster in the early stage and slower in the later stage. (3) The conversation patterns of the students in the excellent group focused on exploratory conversations and were mainly based on reasoning and reflection, and most of the students in the excellent group came from the intervention group. And vice versa for the control group.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453956
Database: ERIC
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  Data: A Study of the Developmental Trajectory of Students' Interactive Dialogue Model in Middle School Information Technology Course: An Epistemic Network Analysis
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  Data: <searchLink fieldCode="AR" term="%22Yan+Wang%22">Yan Wang</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0008-0299-3217">0009-0008-0299-3217</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoming+Wang%22">Xiaoming Wang</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0005-1521-1809">0009-0005-1521-1809</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Although traditional analytical techniques can characterize learners' internal cognitive abilities laterally and indirectly, it is difficult to present learners' learning development characteristics and changes comprehensively and dynamically. Epistemic network analysis, on the other hand, is an emerging educational research method that integrates qualitative and quantitative analyses and is able to visually and dynamically characterize the developmental trajectory of students' interactive dialogues. Therefore, this study used epistemic network analysis to dynamically track students' interactive dialogues. It was found that (1) there was a difference in the use of students' interactive dialogues between the intervention and control groups, with students in the intervention group using more exploratory dialogues, while students in the control group used more cumulative dialogues. (2) Observed from the time perspective, the development of interactive dialogues of the students in the control group was not significant, and the interactive dialogues of the students in the intervention group developed faster in the early stage and slower in the later stage. (3) The conversation patterns of the students in the excellent group focused on exploratory conversations and were mainly based on reasoning and reflection, and most of the students in the excellent group came from the intervention group. And vice versa for the control group.
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