Bubble Dialogue Research Articles

Lazybones by Claire Messer

Reviewed by: Lazybones by Claire Messer Sarah Sahn Messer, ClaireLazybones; written and illus. by Claire Messer. Whitman, 2018 [32p] ISBN 978-0-8075-4402-0 $16.99 Reviewed from galleys R 3-6 yrs Robert Exelby Perdendo is a big black dog whom everyone calls Lazybones because he hides whenever his human dad utters the dreaded word, "Walkies!" It isn't that Lazybones is lazy, per se; he just doesn't like going out, and he'd much rather stay home and teach Dad new tricks. Everything changes for Lazybones when a friendly dog invites him to play hide-and-seek in the park. His skill at hiding makes him a champion, and his new friends now make walkies the best part of the day. Lazybones is hilariously expressive in the linoleum-print illustrations, whether he's peeking out from under a pink shower cap in the bathtub or hanging his head when Dad finally catches him for walkies, and he'll have kids giggling at his choice of hiding places. Speech bubble dialogue and simple narrative text make this equally appealing for a readaloud or for new readers to tackle on their own. The spare story about making friends will reassure kids nervous about venturing into new situations, and everybody will appreciate the endearing antics of an appealingly goofy dog. SS [End Page 346] Copyright © 2017 The Board of Trustees of the University of Illinois

Computer mediated imaginative storytelling in children with autism

The imaginative abilities of children on the autistic spectrum are reportedly impaired compared to typically developing children. This study explored computer mediated story construction in children with autism and typically developing peers. The purpose was to explore expressive writing ability, as a measure of imagination. Ten pairs of individually matched children (one typically developing and one child on the autistic spectrum) aged between seven and nine created reality and fantasy based stories using Bubble Dialogue software. The study provided a brief starting point for the stories, relying on the imaginative capabilities of the children to develop the stories beyond the story opening. The study contributes to the literature as an alternative to paper based studies of imagination given the known appeal of technology to most children, particularly children on the autistic spectrum ( Gal et al., 2005). This study found that the children with autism were as able as the typically developing children to engage with the task, although qualitative differences in their responses were recorded.

Learning in 3‐D multiuser virtual environments: Exploring the use of unique 3‐D attributes for online problem‐based learning

AbstractThe purpose of this article is to present the results of a study conducted to investigate how the attributes of 3‐D technology such as avatars, 3‐D space, and comic style bubble dialogue boxes affect participants' social, cognitive, and teaching presences in a blended problem‐based learning environment. The community of inquiry model was adopted to analyse and interpret data collected from transcripts and group interviews. The results indicated that although the attributes of 3‐D technology promoted participants' social presence, this positive online social experience did not completely contribute to participants' cognitive presence due to inherent technology attributes. Additionally, critical technical and instructional features of the 3‐D environment were required in order to further enhance teaching presence and overall learning experience.

How do Individuals with Asperger Syndrome Respond to Nonliteral Language and Inappropriate Requests in Computer-mediated Communication?

Computer-mediated communication in individuals with Asperger syndrome, Tourette syndrome and normal controls was explored with a program called Bubble Dialogue (Gray, Creighton, McMahon, and Cunninghamn (1991)) in which the users type text into speech bubbles. Two scenarios, based on Happé (1994) were adapted to investigate understanding of figure of speech and sarcasm, and a third, developed by ourselves, looked at responses to inappropriate requests (lending money and disclosing home address on a first meeting). Dialogue transcripts were assessed by 62 raters who were blind to the clinical diagnoses. Hierarchical linear modelling revealed that rated understanding of a figure of speech was predicted mainly by verbal ability and executive ability, as well as by clinical diagnosis, whereas handling inappropriate requests was predicted by age, verbal ability, executive ability and diagnosis. Notably, the Tourette comparison group showed better understanding than the Asperger group in interpreting a figure of speech and handling inappropriate requests, and differences between these groups were possibly attributable to individual differences in executive ability. In contrast, understanding sarcasm was predicted by age but not by either verbal ability, executive ability or clinical diagnosis. Evidently, there is a complicated relation between Asperger syndrome, verbal ability and executive abilities with respect to communicative performance.

Stand-alone computers supporting learning dialogues in primary classrooms

This paper focuses on three distinctive ways in which educational software can support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation, Discussion, Response, Feedback (I DRF) exchanges, where the computer is used to stimulate discussion and then direct it through using feedback, we ask if there are other ways in which educational software and pedagogy can combine to support learning dialogues. We describe the effect of combining preparation for exploratory talk at the computer with group strategy games played against the computer and then we discuss, with examples, the role of software (in this case Bubble Dialogue) that allows groups to externalise their thoughts in order to reflect upon them. We argue that these three types of educational activity exemplify distinctive ways in which the computer enters into and supports educational dialogues.

Computer mediated interaction in Asperger’s syndrome: the Bubble Dialogue program

This paper reports the use of a computer application, Bubble Dialogue, with two primary aims: (1) to assess the experience of computer-mediated role-taking on the interpersonal understanding, executive abilities and verbal abilities of two young male adults with Asperger’s syndrome (a diagnosis given to higher functioning individuals with autism); (2) to investigate whether blind raters judged differently between Bubble Dialogue scripts produced by individuals with Asperger’s syndrome and scripts produced by individuals with emotional and behavioural difficulties. The results show that there was no detectable improvement in the interpersonal understanding of the participants with Asperger’s syndrome, but there was an improvement in their executive function scores. Additionally, the blind ratings revealed that only one of the ‘Asperger’ Bubble Dialogue scripts was different from the scripts generated by individuals with emotional and behavioural difficulties. Conceivably, Bubble Dialogue helps to regulate interaction, such that the social impairments characteristics of Asperger’s syndrome are less conspicuous.

Electronic collaborators: learner-centered technologies for literacy, apprenticeship, and discourse

Contents: M. Riel, Foreword: Conceptual Order and Collaborative Tools--Creating Intellectual Identity. Preface. C.J. Bonk, K.S. King, Introduction to Electronic Collaborators. Part I:Theoretical and Technological Foundations. C.J. Bonk, K.S. King, Computer Conferencing and Collaborative Writing Tools: Starting a Dialogue About Student Dialogue. C.J. Bonk, D.J. Cunningham, Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools. T.M. Duffy, B. Dueber, C.L. Hawley, Critical Thinking in a Distributed Environment: A Pedagogical Base for the Design of Conferencing Systems. Part II:Stand-Alone System Collaboration. C. Angeli, D.J. Cunningham, Bubble Dialogue: Tools for Supporting Literacy and Mind. J.R. Savery, Fostering Ownership for Learning With Computer-Supported Collaborative Writing in an Undergraduate Business Communication Course. Part III:Asynchronous Electronic Conferencing. W.A. Sugar, C.J. Bonk, Student Role Play in the World Forum: Analyses of an Arctic Adventure Learning Apprenticeship. S-M. Chong, Models of Asynchronous Computer Conferencing for Collaborative Learning in Large College Classes. R. Althauser, J.M. Matuga, On the Pedagogy of Electronic Instruction. S.E. Kirkley, J.R. Savery, M.M. Grabner-Hagen, Electronic Teaching: Extending Classroom Dialogue and Assistance Through E-mail Communication. E. Zhu, Learning and Mentoring: Electronic Discussion in a Distance Learning Course. Part IV:Multiconferencing: Asynchronous and Synchronous Classrooms. D.H. Cooney, Sharing Aspects Within Aspects: Real-Time Collaboration in the High School English Classroom. C.J. Bonk, E.J. Hansen, M.M. Garbner-Hagen, S.A. Lazar, C. Mirabelli, Time to Connect: Synchronous and Asynchronous Case-Based Dialogue Among Preservice Teachers. I. King, The Use of Computer-Mediated Communication: Electronic Collaboration and Interactivity. Part V:Looking Back and Glancing Ahead. M.A. Siegel, S.E. Kirkley, Adventure Learning as a Vision of the Digital Learning Environment. K.S. King, Designing 21st-Century Educational Networlds: Structuring Electronic Social Spaces.

Exploring children’s responses to interpersonal conflict using bubble dialogue in a mainstream and EBD school

This paper discusses an investigation of the use of a computer application, Bubble Dialogue, to construct a narrative which reflects the child’s view of the world. In particular it reports on a comparative study of how a group of children with emotional and behavioural difficulties and children who attend a mainstream school use Bubble Dialogue to express themselves and the strategies used by the children to resolve interpersonal conflicts. The results show that both groups of children were able to make good use of the thought/speech distinction which is a special feature of Bubble Dialogue, and both groups made disclosures, but there were differences in the type of disclosures made. Analysis of conflict resolution strategies revealed that both groups could used a range of strategies but the pattern of preference differed between the groups. In particular the children with emotional and behavioural difficulties issued more orders and resorted to physical aggression. It is suggested that Bubble Dialogue may therefore be a good tool for practitioners to use to reveal children’s perspectives and also for the children themselves to rehearse more appropriate and effective conflict resolution strategies.

Bubble dialogue: A new tool for instruction and assessment

Bubble dialogue: A new tool for instruction and assessment

Opening new windows with bubble dialogue

Bubble Dialogue offers the ethnographic researcher a computer-based technique for taking a sideways look at his or her subjects. The development of the Bubble Dialogue tool is described, its theoretical foundations examined and several instances of its use reported.