Mining Sequential Patterns in Classroom Discourse: Insights from Visualization-Supported Primary Instruction

Fan Chen, Pengjin Wang, Deliang Wang, Wei Jia, Gaowei Chen

2024

Abstract

In primary education, effective dialogic strategies employed by teachers play a crucial role in stimulating student engagement in classroom discussions. Despite this, a gap exists in practice due to teachers’ reliance on subjective assessment of their questioning strategies, which can impact students’ engagement in classroom discourse. This study introduces a classroom dialogue analyser designed for primary school teachers to bridge this gap. The analyser processes classroom videotapes to produce visualization-based reports on dialogue and student engagement over three months. This facilitates teachers’ self-reflection and refining dialogue strategies within the 20-student classroom setting. Data mining techniques were utilized to evaluate shifts in teachers’ questioning strategies, students’ participation in classroom dialogues, and the occurrence of frequent teacher-student interaction sequences. Results indicate an increase in teachers’ use of talk moves and student participation in discussion. Furthermore, by combining data on teachers’ and students’ dialogue engagement, several high-frequency dialogue sequences were identified. Such sequences included instances where students responded to teachers’ requests to “say more” and expressed their agreement following teachers’ revoicing of their opinions. Within these sequences, consistently employed talk moves facilitate classroom dialogue between teachers and students. Identifying these high-frequent dialogue sequences discovered that teachers’ conscious use of talk moves benefits students’ engagement in classroom dialogue.

Paper Citation

in Harvard Style

Chen F., Wang P., Wang D., Jia W. and Chen G. (2024). Mining Sequential Patterns in Classroom Discourse: Insights from Visualization-Supported Primary Instruction. In Proceedings of the 16th International Conference on Computer Supported Education - Volume 2: CSEDU; ISBN 978-989-758-697-2, SciTePress, pages 339-348. DOI: 10.5220/0012613300003693

in Bibtex Style

@conference{csedu24,
author={Fan Chen and Pengjin Wang and Deliang Wang and Wei Jia and Gaowei Chen},
title={Mining Sequential Patterns in Classroom Discourse: Insights from Visualization-Supported Primary Instruction},
booktitle={Proceedings of the 16th International Conference on Computer Supported Education - Volume 2: CSEDU},
year={2024},
pages={339-348},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0012613300003693},
isbn={978-989-758-697-2},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 16th International Conference on Computer Supported Education - Volume 2: CSEDU
TI - Mining Sequential Patterns in Classroom Discourse: Insights from Visualization-Supported Primary Instruction
SN - 978-989-758-697-2
AU - Chen F.
AU - Wang P.
AU - Wang D.
AU - Jia W.
AU - Chen G.
PY - 2024
SP - 339
EP - 348
DO - 10.5220/0012613300003693
PB - SciTePress