THE Effects of Rapport on ChildrenS LEARNING Linh Tran ArticuLab - - PowerPoint PPT Presentation

THE Effects of Rapport on Children’S LEARNING

Linh Tran

ArticuLab Alex Project Project Leader: Samantha Finkelstein Mentor: Justine Cassell

PROBLEM

• We don’t know how to best measure rapport and the impacts

it might have on learning?

• By better understanding how to measure it we could better

improve the way we design education interventions.

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MOTIVATION

• Most studies interprets rapport using cross sectional rather than

longitudinal methods (Ambady et al. 2000).

• Utopy is likelihood of increasing change in rapport over time and allows

use to see a fine-grain analysis of how increasing rapport correlates learning (Sinha 2017, Madaio 2017). 3

Research Question

How does average rapport vs. utopy (change in rapport over time) give us a better understanding

• f the relationship between rapport and learning?

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Hypotheses

• Existing methods might not be enough to understand impact
• f rapport on student’s learning therefore utilizing both

average rapport and utopy methods will allow us to see a clearer picture of the relationships (Tickle & Rosenthal 1990,

Ambady et al. 2000, Sinha 2017, Madaio 2017)

• Dialect might influence the relationship between

reasoning and rapport because students might reason more when they are talking with someone with who speaks in a dialect they are most familiar with. (Goodman 1965; Charity et.

al 2004; Levine 2011). 5

METHOD

~20 minutes

1 2 4 6 3 5 7

Thin Slice Rapport Rating (Ambady& Rosenthal 1992; Sinha & Cassell 2015)

30s 6 30 AAVE Speaking Kids

(Finkelstein 2016)

VARIABLES

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Utopy: Likelihood of increase in rapport from one time slice to the next (Sinha 2017). Average Rapport: Averaging the rapport for the entire interaction for each student. Total Reasoning: Percentage of a child talk that is relevant towards supporting their claim (Finkelstein 2016).

AVERAGE RAPPORT RESULTS

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Utopy results

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Conclusion

• Kids with the code-switching agent experiences more rapport

under the teacher task.

• Kids with code-switching agent have higher post-reseasong gains.
• Higher average rapport with the teacher task leads to more post-

reasoning improvement.

• There is no moderation of condition (the relationship between

rapport and reasoning is true, no matter what condition you’re in)

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Conclusion

• Kids with the code-switching agent experiences more rapport

under the teacher task.

• Kids with code-switching agent have higher post-reseasong gains.
• Higher average rapport with the teacher task leads to more post-

reasoning improvement.

• There is no moderation of condition (the relationship between

rapport and reasoning is true, no matter what condition you’re in)

• By looking at average rapport and utopy together, we were able

to see that utopy was a good predictor of reasoning for low- average rapport student, and a bad predictor of reasoning for high average rapport students

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Implications and Future works

• Implication: build technologies that promote high Utopy

up until a certain average rapport state, then focus on maintaining rapport, not continuing to build it

• More data analysis:
• Experiment there is relationship with other variables

that measures learning (science discourse)

• Investigate how regulate/maintain a healthy amount of

rapport?

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Thank you

• Dr. Justine Cassell

Samantha Finkelstein ArticuLab Members DREU Program

References

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and Student Learning Outcomes. Texas Speech Communication Journal, 33(1).

• Goodman, K. S. (1965). Dialect barriers to reading comprehension. Elementary English, 853-860.
• Charity, A. H., Scarborough, H. S., & Griffin, D. M. (2004). Familiarity with school English in African American

children and its relation to early reading achievement. Child development, 75(5), 1340-1356.

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