Seeing the face and observing the actions: the effects of nonverbal cues on mediated tutoring dialogue

Federico Tajariol , Jean-Michel Adam (1) , Michel Dubois (2)

1 IMAG - Institut de Mathématiques Appliquées de Grenoble [Grenoble]
2 LPS - Laboratoire de Psychologie Sociale

Mediated communication technologies, conveying verbal and nonverbal cues, are more and more employed in learning activities. Nevertheless, their effects on teacher-student interaction have been not clearly stated yet. Through two experimental studies, we investigated on the effects of nonverbal communication cues (kinesic and ostensive-inferential) on synchronous mediated tutoring dialogue, in which a tutor and a student communicate through audio-video communication tools. The outcomes show that kinesic cues lead tutor to monitor more carefully learner's ongoing task and to encourage much more them, while ostensive-inferential cues improve learner' task performance and lead both tutor and student to focus better on tutoring speech acts

Mots clés: audio-video mediated communication; nonverbal communication; kinesic cues; ostensive-inferential cues; tutoring dialogue

Domaines: Education; Psychologie

Federico Tajariol, Jean-Michel Adam, Michel Dubois. Seeing the face and observing the actions: the effects of nonverbal cues on mediated tutoring dialogue. Intelligent Tutoring Systems, Jun 2008, Montreal, France. pp.10. ⟨hal-00344510⟩