Online discussion: Effects of identity versus anonymity and interaction with pedagogical agents

Abstract

We investigated how: (a) anonymous versus identified online discussions, in elementary school, compared for task relevance of postings, and (b) how game-like conversations with story characters affected task relevance of postings. We conducted three similar studies involving fourth graders reading short web-based eBooks with small group online discussions and game-like conversations with characters. All discussion postings were qualitatively coded for discussion relevance. Students in name-identified discussions were significantly more on task, than those in anonymous discussions. Students who participated in game-like conversations with story characters were also significantly more on task than those who did not. In times of social isolation, when school is increasingly conducted remotely online, the effective design of small group online discussion is vital.