1. Abstract — The purpose of this study is to study the effect of dialogue games with visual maps on discussions between users by implementing it through a computer program and conducting interviews with users. Through qualitative analysis, we discover the positive impacts and side- effects that dialogue games with visual maps has on discussions
Student: Chua Eu Jing, NUS High School of Math and Science Mentor: Dr Ilker Yengin, A* Star Institute of High Performance Computing
Dialogue Game with Visual Maps
Introduction
What is a Dialogue Game? A Digital Dialogue Game (DDG) is a learning ecosystem which incorporates design patterns based on Deep Learning Design (DLD), being an approach to Technology Enhanced Learning (TEL). It can pro- vide a more structured way for discussion between users in order to facilitate dialectical thinking *1+, in which users will gain a wider perspective by understanding other’s points then coming to an agree- ment over different matters.
The Current Problem Analysis of a dialogue to discover trends and patterns is complex and requires a lot of time to do so. This is especially so when the data is represented in text format *2+. There is also a lack of efficient systems that are able to parse text in the form of natural language due to the high complexity, diver- sity and ambiguities that are present. This means the bulk of analysis has to be done by people in order to interpret natural language, without much assistance of software.
Our Solution It may prove that utilizing a graphical representation of dialogue via visual maps provides a more intuitive and natural way for easy analysis by humans *3+. We implement this via dialogue games with visual maps by creating a computer application. (Figures 1 & 2) It features a dialogue game section where users utilize for discussions, while a visual map is generated dynamically using information from the dialogue game, which can be stored in XML format. (figure 3)
Figure 1 — Dialogue Game
Figure 2 — Visual Map
Research Methodology
In order to find out the effectiveness of our solution, we conduct a qualitative study on a mixed group of 10 students, all of age 17.
Trial Each subject first undergoes a hands-on session where they are taught how to utilize the designed application and then undergo a three-way discussion with the researcher and a pseudo-teacher (researcher) on a seed question.
Interview After the discussion has ended in a satisfactory manner, the whole dialogue saved (figure 3) and the subject is interviewed (face to face) based on a suite of questions designed to gather user opinions on dialogue games with visual maps, which are then recorded down for analysis (figure 4).
Analysis Interview data is gathered and the spectrum of data is analyzed quali- tatively in order to acquire a deeper grasp of the effects of using dia- logue games with visual maps . Recurring key ideas and feedback were pooled together to allow us to realize the general effects of dialogue games with visual maps on users.
Figure 3 — Snap shot of a saved dialogue
Figure 4 — Sample interview data after analysis
Discussion
After analysis, we concluded that Dialogue Games with Visual Maps can provide the following positive effects:
Clearly shows the direction of a dialogue in a structured and organized manner, ensuring users do not deviate from the main points of discussion
Links ideas in a dialogue by aiding in the visualization of connections between arguments
Makes users think in a comprehensive way
Summarizes the dialogue and keeps records of previous dialogues
It can also be noted that prior and post opinions of dialogue games with visual maps did not change after game- play, thus the application fits its purpose. Also, compared to normal chat software and discussion forums, users stated it is more specialized for serious discussions, as it is:
Structured and directed
Efficient, keeping focus within the boundaries
Comprehensive
Prevents domination and spamming.
However, due to the design, it is restrictive, time consuming and boring, and thus some feel it does not help
Conclusion
Dialogue games with visual maps has the potential to serve as a good platform for serious discussions, e.g. in schools, as it is structured and organized, encouraging critical thinking. However, there are still areas which it can be improved in, such as design to be more fun and engaging, in order to appeal to users more.
References:
*1+ K. Seeskin (1987) Dialogue and discovery: A study in Socratic method. State Univ of New York Pr
*2+ A. Tat and M. S. T. Carpendale (2002), Visualising human dialog in “Information Visualisation”. Proceedings. Sixth International Conference on, 2002, pp. 16-21.
*3+ S. B. Shum, V. U. G. Li, J. Domingue, and E. Motta, Visualizing internetworked argu- mentation, “Visualizing Argumentation: Software Tools for Collaborative and Educa- tional Sensemaking.”, pp. 185-204, 2003.
