[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-270992-105":59,"doc-detail-270992-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","italkisee-a-participatory-visual-learning-analytical-tool-for-productive-peer-talk","iTalk–iSee - A participatory visual learning analytical tool for productive peer talk","","Productive peer talk moves play a key role in structuring group discussions and strengthening peer interaction, yet young learners often lack technical support to develop skills in using these moves. iTalk–iSee is a participatory visual learning analytical tool designed to support students in learning and applying productive peer talk moves during dialogic collaborative problem-solving (DCPS). The paper covers the theoretical framework, visualization design, learner agency, macro-script (code → visualize → reflect), and reports progressive modifications and usability evaluation via a field study.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/italkisee-a-participatory-visual-learning-analytical-tool-for-productive-peer-talk/270992/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/italkisee-a-participatory-visual-learning-analytical-tool-for-productive-peer-talk/270992.png","ImageObject",300,407,{"name":92,"@type":93},"Gloria","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does iTalk–iSee address in productive peer talk learning?","Question",{"text":112,"@type":113},"It addresses the lack of comprehensive technical support for young learners to develop skills in using productive peer talk moves. The tool supports learning and use of these moves during DCPS.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does iTalk–iSee connect talk moves to learning goals?",{"text":117,"@type":113},"It is informed by Bakhtinian dialogism and maps productive peer talk moves onto learning goals in dialogic collaborative problem-solving.",{"name":119,"@type":110,"acceptedAnswer":120},"What macro-script does iTalk–iSee use to strengthen learner agency?",{"text":121,"@type":113},"It follows a three-step macro-script: code → visualize → reflect, helping students analyze and interpret their own talk.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},270992,1789458993,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},2336474459895,"https://ap-avatar.wpscdn.com/avatar/22000baeef7a5ed0655?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786071322749376916","iTalk–iSee: A participatory visual learning analytical tool for productive peer talk  \nLiru Hu1 · Jiajun Wu1 · Gaowei Chen1  \nReceived: 5 October 2021 / Accepted: 24 May 2022 © International Society of the Learning Sciences, Inc. 2022  \nAbstract  \nProductive peer talk moves have a fundamental role in structuring group discussions and promoting peer interactions. However, there is a lack of comprehensive technical support for developing young learners’ skills in using productive peer talk moves. To address this, we designed iTalk–iSee, a participatory visual learning analytical tool that supports students’ learning and their use of productive peer talk moves in dialogic collaborative problem-solving (DCPS) . This paper discusses aspects of the design of iTalk–iSee, including its underlying theoretical framework, visualization, and the learner agency it affords. Informed by the theory of Bakhtinian dialogism, iTalk–iSee maps productive peer talk moves onto learning goals in DCPS. It applies well-established visualization design principles to connect with students, hold and direct their attention, and enhance their understanding. It also follows a three-step (code → visualize → reflect) macro-script to strengthen students’ agency in analyzing and interpreting their talk. This paper also discusses the progressive modifications of iTalk–iSee and evaluates its usability in a field study. We present the implications of essential design features of iTalk–iSee and the challenges of using it (relating to, for example, teacher guidance, data collection, transcription, and coding) . We also provide suggestions and directions for future research.  \nKeywords Productive peer talk · Dialogic collaborative problem solving · Talk moves · Computer-supported collaborative learning · Visual learning analytics  \nIntroduction  \nProductive peer talk is essential for effective collaboration (Chi & Menekse, 2015 ; Gillies, 2019) . Many dedicated efforts have been made by researchers to facilitate productive peer talk during collaboration (e.g., Clark et al., 2003 ; King, 1997 ; Roberts & Lyons, 2017 ; Tegos et al., 2015 ; Webb et al., 2014) . Some of these efforts have focused on teaching students principles or ground rules to structure their discussion (Clark et al., 2003 ; Littleton & Mercer, 2013 ; Topping & Trickey, 2013) . Others have tried to identify fine-grained talk moves that characterize productive peer talk (e.g., Gillies, 2019) . Each productive talk  \n* Liru Hu  \nliruhu@connect.hku.hk  \n1 Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong, China  \n1 3  \nmove has certain local functions in interactions and provides students with more specific behavioral guidance than macro-level talk principles. Such talk moves have been adapted to various contexts, including intercultural collaboration (Popov et al., 2019), collaborative knowledge building (Avcı, 2020), and collaborative problem solving (Byun et al., 2014) .  \nDialogue is central to research on computer-supported collaborative learning (Baker et al., 2021) . Researchers have attempted to develop visual learning analytical tools to facilitate productive peer interaction (Hu & Chen, 2021; Martinez-Maldonado et al., 2021) . However, these tools mainly focus on the online context and seldom consider learning theories and visualization design principles. Additionally, most are simply mirroring tools that provide few advanced interpretations for users, such as cueing desired or important events or suggesting strategies or remedial actions.  \nThis paper describes our efforts to facilitate productive peer talk during collaboration by developing a participatory visual analytical tool called iTalk–iSee. Our study examines face-to-face dialogic collaborative problem-solving (DCPS) by primary school students. Informed by research on the limitations of current visual learning analytical tools (Hu & Chen, 2021 ; Martinez-Maldonado et al., 2021 ; Vieira et al., 2018), iTalk–iSee is b","cbCainIs2IGv3PPZ","https://ap.wps.com/l/cbCainIs2IGv3PPZ","pdf",1851919,29,"English","# Introduction\n## Productive peer talk and research gaps\n# Tool design\n## Purpose and meaning of iTalk–iSee\n## Theoretical framework: talk moves as talk tools\n## Visualization and learner agency\n# Modifications and evaluation\n## Progressive modifications\n## Field study usability evaluation\n# Design implications and future work","[{\"question\":\"What problem does iTalk–iSee address in productive peer talk learning?\",\"answer\":\"It addresses the lack of comprehensive technical support for young learners to develop skills in using productive peer talk moves. The tool supports learning and use of these moves during DCPS.\"},{\"question\":\"How does iTalk–iSee connect talk moves to learning goals?\",\"answer\":\"It is informed by Bakhtinian dialogism and maps productive peer talk moves onto learning goals in dialogic collaborative problem-solving.\"},{\"question\":\"What macro-script does iTalk–iSee use to strengthen learner agency?\",\"answer\":\"It follows a three-step macro-script: code → visualize → reflect, helping students analyze and interpret their own talk.\"}]","iTalk–iSee - A participatory visual learning analytical tool for productive peer talk | PDF",73]