Characterizing the temporal dynamics of student-teacher discourse

Student-teacher verbal communication contributes to successful learning outcomes. In this study we explore the use of conceptual-based recurrence plots to characterize the dynamics of student-teacher interaction. The results indicate: 1) Individual differences in teachers' speech styles 2) Teacher speech may reflect strategies that are sensitive to student performance and 3) Student-teacher discourse dynamics may influence learning outcomes. Findings have educational implications, particularly in classroom settings where teachers depend on verbal interaction to communicate to students; they also provide the foundation for modeling student-teacher interaction and creating automated tutoring systems that respond sensitively and effectively.