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To promote deeper thinking through collaborative discussions, visualizing learners’ thinking processes during the discussion as well as before and after it is essential. In this study, we aimed to visualize and analyze the degree of change in individual thinking across various phases of a discussion examining the abstractness levels of word used. To this end, we conducted an experiment, wherein participants engaged in a discussion on a specific topic. Memos written by these participants before and after the discussion, as well as their spoken utterances during the discussion were collected. The result revealed that the variance in word abstractness increased from pre-discussion memos to spoken utterances and then decreased in post-discussion memos. This finding suggests that the shifts between writing and speaking modalities may influence how learners process and express their thoughts. Overall, this study contributes to the quantitative visualization of differences in linguistic expression between written and spoken language abstractness levels, and facilitate meaningful feedback to improve the overall quality of learning.

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Analyzing Changes in Participants’ Thinking During a Discussion by Examining the Abstractness Distribution of Words in Their Pre and Post-Discussion Memos

  • 会议论文

  • 发表日期：

    2025年

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  • Ryosuke Nakamura,
  • Ryunosuke Nishimura,
  • Hironori Egi

摘要

To promote deeper thinking through collaborative discussions, visualizing learners’ thinking processes during the discussion as well as before and after it is essential. In this study, we aimed to visualize and analyze the degree of change in individual thinking across various phases of a discussion examining the abstractness levels of word used. To this end, we conducted an experiment, wherein participants engaged in a discussion on a specific topic. Memos written by these participants before and after the discussion, as well as their spoken utterances during the discussion were collected. The result revealed that the variance in word abstractness increased from pre-discussion memos to spoken utterances and then decreased in post-discussion memos. This finding suggests that the shifts between writing and speaking modalities may influence how learners process and express their thoughts. Overall, this study contributes to the quantitative visualization of differences in linguistic expression between written and spoken language abstractness levels, and facilitate meaningful feedback to improve the overall quality of learning.