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The Use of Simulated Dialogue Metaphor to Model Expert Problem Solving

Processes to Improve Students’ Knowledge of Research Design

Wei-Chen Hung, Thomas J. Smith, & M Cecil Smith

Northern Illinois University

Abstract

This study used a simulated dialogue metaphor design framework as the design method to
develop a scenario-based interactive learning environment that draws a connection between
cognitive apprenticeship based instructional strategies and user-centered interface design.
Several system usability evaluations were carried out to identify students’ perceptions toward
the system. Results showed that the initial system prototype provided an effective framework
for guiding students through their problem-solving process. Presentation will include
demonstration of the system and discussion of the evaluation results.

Introduction
Current studies into the ways in that technology can be used to scaffold problem solving and reasoning
skills raise several research-worthy issues involving both cognitive science and visual literacy. It is
widely recognized that the pedagogical emphasis in problem solving is on the process of learning, rather
than the mere acquisition of facts. This process of learning is concerned with students’ reasoning skills
(e.g., metacognition, reflection, and critical thinking) and how they test their understanding of given
problems. Numerous studies have shown the benefits of visuals in learning (e.g., Braden, 1996; Croft,
2001; Dwyer & Baker, 2001; Mathewson, 2004). Research also has shown that the degree of students’
higher level thinking and how it is applied may vary depending on the context of the situation (Berardi-
Coletta, Buyer, Dominowski, & Rellinger, 1995; Hartman, 2001).

The greatest effect on the reasoning process is produced by providing information at precisely the time
that an individual becomes aware of the need for the information (Cruickshank & Olander, 2002; Edelson
Gordin, & Pea, 1999). Technology can provide a visual tool through which scaffolding (e.g.,
metacognitive prompts, performance feedback) can be provided as needed. This scaffolding can help
learners clarify learning tasks, understand meanings and concepts, draw inferences, apply existing
knowledge to reach goals, look for relationships, reformulate information in their own terms, and monitor
progress toward a solution. By integrating scaffolding strategies into a scientific reasoning framework, we
create an opportunity to increase learners’ self-directed learning which, as shown by Gourgey (1998), will
promote achievement in learners’ problem-solving and reasoning skills.
A number of technological applications have been employed to increase students’ learning within
research methods courses. These applications have included the design of web-based “labs” for students
to work on problems in psychology courses (Sommer & Sommer, 2003), use of clip art to demonstrate
various aspects of classification systems (Abramson, French, Huss, & Mundis, 1999), applications of
national data sets on CDs to teach about statistical analysis (Ailinger, Howard, & Choi, 1997; Messecar,
Van Son, & O’Meara, 2003), and computer simulations that help student learn statistics (Lajoie, 2000) .
Interactive software programs that feature graphics (Hatchette, Zivian, Zivian, & Okada, 1999), and
online hypertext-based tutorials (Koch & Gobell, 1999), also have been used to demonstrate statistical
concepts with good success. Generally, these technology solutions focus on relatively narrow skill or
knowledge areas, rather than fostering students’ reasoning and critical thinking skills. Therefore, a need
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remains for technological applications that can be used to scaffold problem solving and reasoning skills.
Well-designed interactive learning system can provide the requisite instructional tools that provide the
cognitive supports for students to increase their knowledge and understanding of these thinking skills.
The design framework
The system designed in this study, REsearchMentor, used a simulated dialogue metaphor design
framework (Language Development and Hypermedia Research Group, 1992) to provide support for
learners as they work through a sequence of problem activities. In the case of research methods, the
activities pertain to the conceptualization, planning, and design of a research study appropriate for the
behavioral and/or social sciences. Cognitive scaffolding refers to the provision of support to learners that
enables them to develop problem-solving independence. The use of cognitive scaffolding within a
simulated dialogue metaphor design framework may include diverse features such as an appropriate
sequences of queries, prompts and examples that anchor students’ learning, hints that lead students
towards correct responses; definitions of terms and constructs provided in a glossary of terms; and
animated sequences and audiovisual presentations.
REsearchMentor is designed to be learner-centered, a feature that promotes higher-order learning and
problem solving (Kommers, Jonassen, & Mayes, 1991; Lajoie, 2000; Jonassen, 2000). It contains
cognitive scaffolds that support learners’ acquisition of basic concepts in research methodology. Such
scaffolds take the form of hints, explanations, corrective feedback, and helpful reminders. Scaffolds
provide a form of temporary support that facilitate learners’ knowledge acquisition and skill development.
The fully functional REsearchMentor will include a series of diverse research simulations, video
demonstrations, and animations that enable learners to observe, act, problem-solve, and learn. Learners
can reflect upon and articulate the common aspects of expert practices, as well as translate and generalize
to a variety of situations and problems. REsearchMentor also provides learners with a cognitive map that
closely models an expert approach to planning and designing social sciences research projects.
Purpose of the study
The purpose of this study was to investigate how the use of dialogue-based simulation that incorporates
visual metacognitive prompts with an inductive design metaphor facilitates the process of students’
reasoning and critical thinking skills as well as content acquisition. Specifically, we were interested in
learning how the proposed design approach of such a tool would provide a means for students to emulate
the thought processes of experts when solving problems. These thought processes include elements such
as reactions and perceptions toward the dialogue-based simulation, approaches taken to find clues
associated with a problem; the reasoning processes used in selecting solutions, and overall strategies for
developing a research design for a novel situation.
Formative Evaluations of the REsearchMentor Prototype
Evaluations of the system prototype have been completed by students enrolled in two educational
research courses. These two classes were graduate courses in research methods (a teacher action research
seminar and an introductory course in educational research). The purpose was to verify that the proposed
design strategies (simulated dialogue metaphor and metacognitive prompts) were instructionally sound
and appropriate. The process of formative evaluation began with a short introduction of the design
concept of the system, then went on to a demonstration of the system with emphasis on the instructional
strategies used in its functionality. After the demonstration, the researchers asked participants to
comment on the system's contents and design structure as well as its technical accuracy. The data
gathered were used to refine and enhance the functions of the system, so that it was workable and could
be further evaluated by the students.

During the evaluations, participants commented that the system provided an effective framework for
guiding them through their problem-solving process. One of the most helpful aspects of the tool,
according to the participants, was that the framework facilitated the project group members to develop a
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shared understanding of the project process and nomenclature, which made both the project task and
communication easier. Another useful aspect of the tool was that it provided a starting point for students
to comfortably begin solving problems, much like a scaffold in that students can step through the
problem-solving process without feeling lost or overwhelmed by the complexity of problem.

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