Master Colloquium Isabel Hempel (EST) - PROMOTING TRANSACTIVE DIALOGUE USING TRANSACTIVE PROMPTS: EXPLORING THE IMPACT OF SINGLE TRANSACTIVE PROMPTS AND FOLLOW-UP TRANSACTIVE PROMPTS IN A SERIOUS GAME IMPARTING KNOWLEDGE ABOUT CYBERSECURITY ON KNOWLEDGE GAIN AND THE LEVEL OF TRANSACTIVE DIALOGUE.

Speaker  

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Isabel Hempel

Title

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PROMOTING TRANSACTIVE DIALOGUE USING TRANSACTIVE PROMPTS:

EXPLORING THE IMPACT OF SINGLE TRANSACTIVE PROMPTS AND FOLLOW-UP TRANSACTIVE PROMPTS IN A SERIOUS GAME IMPARTING KNOWLEDGE ABOUT CYBERSECURITY ON KNOWLEDGE GAIN AND THE LEVEL OF TRANSACTIVE DIALOGUE.

Abstract

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Background: Transactive Dialogue is strongly related to higher learning success. However, group often do not reach the higher level of a transactive dialogue. Therefore, there is a need to discover how to change that.

Objectives: This study examines how transactive dialogue can be fostered, as reaching higher levels of such dialogue enables students to fully exploit the potential of collaborative learning. For this purpose, a collaborative serious game on cybersecurity was developed, designed to promote transactive dialogue among German 12th-grade high school students through the use of transactive prompts. The study specifically investigates the effectiveness of single transactive prompts (STP) and follow-up transactive prompts (FTP) on both knowledge acquisition and the transactivity of dialogue.

Methods: The study used a quasi-experiment design with 60 German 12^th-grade high school students as participants. The participants were divided into two conditions. In the condition one (only STP) they worked only with STP and in condition two (STP and FTP together) they worked with STP and FTP. Data was collected via two parallel qualitative knowledge tests, before and after the intervention and audio data was recorded during the game play. The data was analysed using a robust ANCOVA, Mann-Whitney-U and Spearman correlation. The ANCOVA was carried out to test whether STP and FTP together foster knowledge gain, expecting STP and FTP in combination to promote knowledge gain. The Mann-Whitney-U test was performed to test whether STP and FTP together facilitates to reach higher level of the transactive dialogue, expecting STP and FTP in combination to facilitate reaching higher level of the transactive dialogue. The Spearman correlation was used to test whether a higher level of transactivity in a dialogue relate to higher knowledge gain, expecting the higher level of transactivity in a dialogue to foster knowledge gain.

Results and Conclusion: It was expected that STP in combination with FTP promote transactive dialogue and knowledge gain. The results of the study were not in line with the expectations. The results suggest that the STP and FTP together are not sufficient to systematically foster neither knowledge gain, nor the transactivity of a dialogue and that further research should be conducted with a different research design and other data collection methods.

Date

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September 25, 2025

Time

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11:00 hrs.

Building/Room

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Ravelijn 2503

Graduation     Committee    

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Loes Hogenkamp

dr. Alieke van Dijk