Analysis of dialogue stimulated by science videos and reference materials

Abstract

Recently, many have begun to believe that learning and training approaches known as learner-centered, active learning, and cooperative learning improve learning and practicing performance and are more effective than traditional lectures. Moreover, in addition to paper-based materials such as textbooks, face-to-face co-located communication frequently utilizes digital video and other visual reference materials. However, no previous studies have examined the precise face-to-face behavior of dialogue participants stimulated by video and other reference materials. Therefore, this paper describes the dialogue stimulated by science videos and reference materials based on data from 10 male university students measured while using first-, second-, and third-person view videos, as well as utterances recorded during the measurements.