Explainee moves
Acknowledgment responses
An interactive but non-constructive type of response might be mere acknowledgment type of comments, such as continuers “o.k.” or “uh-huh”; it may also include head nods, gestures, and eye gazes. That is, a student can be responsive in the sense of attentive eye gaze and appropriate turn taking (with comments such as “o.k.”) and yet be non-interactive in terms of the content of what the tutor says.
Assertion question
An Assertion question is formed according to the following abstract specification: "The speaker makes a statement indicating he lacks knowledge or does not understand an idea". An example of Assertion question would be: "I don't understand main effects.
Causal consequence question
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
Causal antecedent question
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
Comparison question
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?" \parencite{graesser1994question}
Concept completion question
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" \parencite{graesser1994question}
Deep follow-up
a deep follow-up, which is an elaborative inference that extends what the tutor said \parencite{CHI2001471}. Examples of shallow follow-ups and deep follow-ups are as follows:
Text sentence #1: Human life depends on the distribution of oxygen, hormones, and nutrients to cells in all parts of the body and on the removal of carbon dioxide and other wastes. -Tutor: “Basically, what we are talking about is the circulatory system is an exchange of materials.” -Student: (shallow follow-up) “You take out the waste and you put in the nutrients.”
Text sentence #16: Each of the valves consists of flaps of tissue that open as blood is pumped out of the ventricles. -Tutor: “OK. So opening and closing, what would that do?” -Student: (shallow follow-up) “It would allow the blood to enter like from the atrium without it falling straight through.”
Text sentence #16: Each of the valves consists of flaps of tissue that open as blood is pumped out of the ventricles. -Tutor:“blood actually flows out through there.” -Student:(deep follow-up) “This contracts like a balloon and forces this venous blood up here.”
Text sentence #43: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube. -Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .” -Student:(deep follow-up) “Until, until equilibrium is accomplished.”
Definition question
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?" \parencite{graesser1994question}
Example: -"What is a t test?"
Disjunctive question
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?Is X or Y the case? Is X,Y,or Z the case?". \parencite{graesser1994question}
Example: -"Is gender or female the variable?"
Enablement question
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?". An example of Enablement question would be: "What device allows you to measure stress?" \parencite{graesser1994question}
Example question
A Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" \parencite{graesser1994question}
Expectational question
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" \parencite{graesser1994question}
Feature specification question
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?". An example of feature specification question would be: "What are the properties of a bar graph?" \parencite{graesser1994question}
Goal orientation question
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the. motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?" \parencite{graesser1994question}
Instrumental/procedural question
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" \parencite{graesser1994question}
Interpretation question
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" \parencite{graesser1994question}
irrelevant substantive response
Irrelevant responses are those that are not responsive to the Tutor’s comments but are nonetheless substantive \parencite{chi2008observing}. The underlined example below is an example of an irrelevant but substantive response:
-Tutor: It seems reasonable? -Tutee: That the Earth is accelerating. -Tutor: Because of these masses. -Tutee: [tutee laughs] No. Those are some pretty big masses.
Judgmental question
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" \parencite{graesser1994question}
non-substantive-segment
A nonsubstantive segment is defined as a continuer, a repetition, an agreement, or off-task remarks \parencite{chi2008observing}. For example, to the Tutor explanation shown below the Tutee has responded with “alright,” which would be coded as a nonsubstantive response:
-Tutor: See this equation is true for constant acceleration.
Now the acceleration is constant here.
Forces are not changing on the weight so the acceleration is constant.
-Tutee: alright.
no-response
a non-constructive and non-interactive type of responses would be ones whereby the students either ignore the tutors’ comments or simply give no responses \parencite{chi2008observing}.
off-task remark
off-task referring to learners' behaviour/remark, where they lose focus on a relevant activity (usually set by the teacher) and engage in irrelevant action or conversation \parencite{chi2008observing}
Quantification question
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?What is the value of a quantitative variable? How many?". An example of Quantification question would be: "How many degrees of freedom are on this variable?" \parencite{graesser1994question}
relevant substantive response
Substantive segments can be further divided into those that are relevant or irrelevant. Relevant substantive segments are those that are responsive to the Tutor’s comments in the sense of building on or following up to the Tutor’s comments. The following underlined segment would be an example of a relevant substantive response \parencite{chi2008observing}:
-Tutor: If I push it, it’s, velocity becomes some—something. -Tutee: Mm hmm. [tutee nods yes] -Tutor: So from zero to something, there is a change. -Tutee: Ok, so yeah.// It wouldn’t be a constant.
Request clarification
A move which applies when some of the input has been understood\parencite{karagjosova2005dialogue}. It has basically the form of questions, but can be also an imperative i.e., it can be an action directive
Examples: -What do you mean by F (F a formula)? -What should the x represent? -What does that mean? -Is that the answer to my question or a new attempt at a solution? -Please explain your step more precisely!
Self-initiated responses
a constructive but non-interactive type of response would be self-initiated ones whereby the students are not following up to the tutors’ comments. Instead, the students ignore what the tutors say (in terms of the content), and initiate a response on their own (such as self-explaining), initiate a new topic of discussion, or simply read\parencite{CHI2001471}.
shallow follow-up
a shallow follow-up is an elaborative paraphrase of what the tutor said\parencite{CHI2001471}. Please refer to deep follow-up section in order to see and example of shallow follow-up.
Signal understanding
An utterance which signals understanding. Any utterance that does not explicitly signal non-understanding implicitly indicates understanding \parencite{karagjosova2005dialogue}.
Signal non-understanding
An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. \parencite{karagjosova2005dialogue}
Substantive segment
A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations \parencite{chi2008observing}. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
-Tutor: See this equation is true for constant acceleration.
Now the acceleration is constant here.
Forces are not changing on the weight so the acceleration is constant.
-Tutee: The initial velocity is zero then.
Verification question
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" \parencite{graesser1994question}