"Promoting Inclusivity through Time-Dynamic Discourse Analysis in Digitally-Mediated Collaborative Learning"
Assistant Professor Nia Dowell is lead author on a paper that received an outstanding paper award on the conference theme, "Education for All" at the 20th International Conference on Artificial Intelligence in Education (AIED). The title of her collaborative paper is "Promoting Inclusivity through Time-Dynamic Discourse Analysis in Digitally-Mediated Collaborative Learning."
Dowell, N., Lin, Y., Godfrey, A., & Brooks, C. (2019). Promoting Inclusivity through Time-Dynamic Discourse Analysis in Digitally-Mediated Collaborative Learning. 20th International Conference on Artificial Intelligence in Education (AIED 2019). June 25-29, Chicago, IL.
The availability of naturally occurring educational discourse data within educational platforms presents a golden opportunity to make advances in understanding online learner ecologies and enabling new kinds of personalized interventions focused on increasing inclusivity and equity. However, to gain a more substantive view of how peer interaction is influenced by group composition and gender, learning and computational sciences require new automated methodological approaches that will provide a deeper understanding of learners’ communication patterns and interaction dynamics across digitally-meditated group learning platforms. In the current research, we explore learners’ discourse by employing Group Communication Analysis (GCA), a computational linguistics methodology for quantifying and characterizing the discourse sociocognitive processes between learners in online interactions. The aim of this study is to use GCA to investigate the influence of gender and gender pairing on students’ intra- and interpersonal discourse processes in online environments. Students were randomly assigned to one of three groups of varying gender composition: 75% women, 50% women, or 25% women. Our results suggest that the sociocognitive discourse patterns, as captured by the GCA, reveal deeper level patterns in the way individuals interact within online environments along gender and group composition lines. The scalability of the methodology opens the door for future research efforts directed towards understanding, and creating more equitable and inclusive online peer-interactions.
Conference proceedings and Dowell's paper are open access until July 31, 2019 at https://caed-lab.com/aied2019/Proceedings.html
Dr. Dowell joined UCI's School of Education July 1, 2019, after completing her postdoctoral position at the University of Michigan.
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