ONLINE DISCUSSION: EFFECTS OF IDENTITY VERSUS ANONYMITY AND INTERACTION WITH PEDAGOGICAL AGENTS

Authors : Glenn Gordon SMITH, Metin BESALTI

Pages : 1-18

Doi:10.17718/tojde.1077715

View : 21 | Download : 21

Publication Date : 2023-04-01

Article Type : Research Paper

Abstract :We investigated how: insert ignore into journalissuearticles values(a); anonymous versus identified online discussions, in elementary school, compared for task relevance of postings, and insert ignore into journalissuearticles values(b); how game-like conversations with story characters affected task relevance of postings. We conducted three similar studies involving fourth graders reading short web-based eBooks with small group online discussions and game-like conversations with characters. All discussion postings were qualitatively coded for discussion relevance. Students in name-identified discussions were significantly more on task, than those in anonymous discussions. Students who participated in game-like conversations with story characters were also significantly more on task than those who did not. In times of social isolation, when school is increasingly conducted remotely online, the effective design of small group online discussion is vital.
Keywords : online discussion, elementary school, distance education, pedagogical agents