The "DeMAND" coding scheme: A "common language" for representing and analyzing student discourse

Gwendolyn E. Campbell, Natalie B. Steinhauser, Myroslava O. Dzikovska, Johanna D. Moore, Charles B. Callaway, Elaine Farrow

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    5 Citations (Scopus)

    Abstract

    We propose that a set of five dimensions forms a foundation underlying a number of prevalent theoretical perspectives on learning. We show how student contributions to instructional dialogue can be reliably annotated with these dimensions. Finally, we provide preliminary validation evidence for our coding scheme and illustrate the potential value of such an approach to analyzing student behavior in tutorial dialogue.
    Original languageEnglish
    Title of host publicationProceeding of the 2009 Conference on Artificial Intelligence in Education
    Subtitle of host publicationBuilding Learning Systems that Care: From Knowledge Representation to Affective Modelling
    EditorsVania Dimitrova, Riichiro Mizoguchi, Benedict du Boulay, Art Graesser
    Place of PublicationBrighton
    PublisherIOS Press
    Pages665-667
    Number of pages3
    Volume200
    DOIs
    Publication statusPublished - Jul 2009
    Event14th International Conference on Artificial Intelligence in Education - Brighton, United Kingdom
    Duration: 6 Jul 200910 Jul 2009

    Conference

    Conference14th International Conference on Artificial Intelligence in Education
    CountryUnited Kingdom
    CityBrighton
    Period6/07/0910/07/09

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  • Cite this

    Campbell, G. E., Steinhauser, N. B., Dzikovska, M. O., Moore, J. D., Callaway, C. B., & Farrow, E. (2009). The "DeMAND" coding scheme: A "common language" for representing and analyzing student discourse. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A. Graesser (Eds.), Proceeding of the 2009 Conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling (Vol. 200, pp. 665-667). IOS Press. https://doi.org/10.3233/978-1-60750-028-5-665