@inproceedings{0003efacea5148d29ef3f43c98d49d6f,
title = "Learning by observing tutorial dialogue versus monologue collaboratively or alone",
abstract = "We report on a study with 65 middle-school students who learned about the concept of diffusion through observation. We manipulated two factors: the number of observers, solo vs. dyad, and the type of video students observed, tutorial dialogue vs. monologue. Our findings show that dyad observers learn significantly better than solo observers, and that for certain types of questions, observing dialogue results in better learning gains, as compared to observing monologue.",
keywords = "collaboration, emergent phenomena, monologue vs. dialogue, vicarious learning",
author = "Kasia Muldner and Keith Dybvig and Rachel Lam and Chi, {Michelene T.H.}",
note = "Publisher Copyright: {\textcopyright} CogSci 2011.; 33rd Annual Meeting of the Cognitive Science Society: Expanding the Space of Cognitive Science, CogSci 2011 ; Conference date: 20-07-2011 Through 23-07-2011",
year = "2011",
language = "English (US)",
series = "Expanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011",
publisher = "The Cognitive Science Society",
pages = "1340--1345",
editor = "Laura Carlson and Christoph Hoelscher and Shipley, {Thomas F.}",
booktitle = "Expanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011",
}