An analysis of students’ spontaneous computer-mediated help seeking: A step toward the design of ecologically valid supporting tools
This study analyzes middle school students’ spontaneous mathematics-related help-seeking behavior, in view of making ecologically valid recommendations for the design of supporting tools or “help systems”. Our aim was to investigate the content of students’ help-seeking messages – Are there differen...
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| Veröffentlicht in: | Computers and education 2009-12, Vol.53 (4), p.1040-1047 |
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| container_title | Computers and education |
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| creator | Puustinen, Minna Volckaert-Legrier, Olga Coquin, Danièle Bernicot, Josie |
| description | This study analyzes middle school students’ spontaneous mathematics-related help-seeking behavior, in view of making ecologically valid recommendations for the design of supporting tools or “help systems”. Our aim was to investigate the content of students’ help-seeking messages – Are there different forms of help-seeking messages and do they evolve with age? We used the archives of a French forum that provides students with free individualized help in mathematics. The data consisted of 206 messages sent by French middle school students over a period of 42 months. The constituent categories of the messages were identified. The results showed that not all middle school students use the same help-seeking “format”. Compared to sixth graders, ninth graders wrote messages containing more constituent categories, i.e., they provided the online expert with more kinds of information. A detailed analysis of the categories further showed that older students’ messages more often contained explicit help requests and contextual information than did younger students’ messages. Thus, the messages of the oldest students (age 15) were both cognitively more understandable and socially more acceptable than those of the youngest students (age 11). The interpretation of these findings and their implications for designing help systems are discussed. |
| doi_str_mv | 10.1016/j.compedu.2008.10.003 |
| format | Article |
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Our aim was to investigate the content of students’ help-seeking messages – Are there different forms of help-seeking messages and do they evolve with age? We used the archives of a French forum that provides students with free individualized help in mathematics. The data consisted of 206 messages sent by French middle school students over a period of 42 months. The constituent categories of the messages were identified. The results showed that not all middle school students use the same help-seeking “format”. Compared to sixth graders, ninth graders wrote messages containing more constituent categories, i.e., they provided the online expert with more kinds of information. A detailed analysis of the categories further showed that older students’ messages more often contained explicit help requests and contextual information than did younger students’ messages. 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| ispartof | Computers and education, 2009-12, Vol.53 (4), p.1040-1047 |
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| source | ScienceDirect Journals (5 years ago - present) |
| subjects | Age Differences Cognitive Style Computer Mediated Communication Content Analysis Distance Education Distance education and telelearning Foreign Countries France Help Seeking Humanities and Social Sciences Mathematics Instruction Media in education Middle School Students Network Analysis Pedagogical issues Psychology Search Strategies Secondary education Sequential Tests of Educational Progress Transcripts (Written Records) |
| title | An analysis of students’ spontaneous computer-mediated help seeking: A step toward the design of ecologically valid supporting tools |
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