Practice-Based Teacher Questioning Strategy Training with ELK: A Role-Playing Simulation for Eliciting Learner Knowledge
Name
3449125.pdf
Description
Published version
Size
3.19 MB
Format
Adobe PDF
Checksum (MD5)
9b0fa8541e72f7aaf7ea4cfd9378ad6d
Author(s)
Wang, Xu
Thompson, Meredith
Yang, Kexin
Roy, Dan
Koedinger, Kenneth R
Rose, Carolyn P
Reich, Justin
Date Issued
2021
Journal
Proceedings of the ACM on Human-Computer Interaction
Publisher
Association for Computing Machinery (ACM)
Citation
Wang, Xu, Thompson, Meredith, Yang, Kexin, Roy, Dan, Koedinger, Kenneth R et al. 2021. "Practice-Based Teacher Questioning Strategy Training with ELK: A Role-Playing Simulation for Eliciting Learner Knowledge." Proceedings of the ACM on Human-Computer Interaction, 5 (CSCW1).
Version
Final published version
Abstract
Practice is essential for learning. However, for many interpersonal skills, there often are not enough opportunities and venues for novices to repeatedly practice. Role-playing simulations offer a promising framework to advance practice-based professional training for complex communication skills, in fields such as teaching. In this work, we introduce ELK (Eliciting Learner Knowledge), a role-playing simulation system that helps K-12 teachers develop effective questioning strategies to elicit learners' prior knowledge. We evaluate ELK with 75 pre-service teachers through a mixed-method study. We find that teachers demonstrate a modest increase in effective questioning strategies and develop sympathy towards students after using ELK for 3 rounds. We implement a supplementary activity in ELK in which users evaluate transcripts generated from past role-play sessions. We have tentative evidence that a combination of role-play and evaluating conversation moves may be more effective for learning. We contribute design implications of using role-play systems for communication strategy training.
MIT Department
Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing
Terms of Use
Creative Commons Attribution 4.0 International license
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1145/3449125
