Iris Howley

TL;DR: In this article, the authors introduce a hybrid model of agency as a lens to examine the enablers and barriers to students' engagement in dialogic science discussions, and operationalize this model in the analysis of students' participation patterns in whole class discussions and their narratives about experiences in these discussions.

TL;DR: The results from this work show promise that the thread recommendation method has potential to direct students to threads they might be interested in, and takes advantage of an adaptive feature-based matrix factorization framework to make thread recommendations.

TL;DR: This paper investigates the use of conversational agents to scaffold online collaborative learning discussions through an approach called academically productive talk, and provides evidence that Revoicing support resulted in significantly more intensive reasoning exchange between students in the chat and significantly more learning during the chat when that form of support was absent.

TL;DR: It is shown that one type in particular has a positive effect on the overall conversation, while the other is worse than no support, which has implications for how dynamic micro-scripting agents such as those scaffolding academically productive talk can be used in consort with more static macro- and micro- scripting.