The effect of software type on the qualify of talk

Research was undertaken comparing teacher-pupil and pupil-pupil dyads using computer-assisted learning programs, of both 'open' (where the means of achieving the task goal are under the users' control) and 'closed' (where the routes to achieving the task goal are much more controlled by the computer) types. The interactions within teacher-pupil and pupil-pupil dyads whilst using the programs were videorecorded and subsequently analysed to ascertain whether the nature of the software (open or closed) exerted any constraining effect upon the dyads' interactions. Variations in interactional styles were identified using quantitative methods; these, plus other more qualitative data are discussed with reference to specific examples of software. It is concluded that the open-closed distinction conflates several dimensions of machine behaviour, particularly the number of options of action available to users at any given point, the frequency of computer interventions, the nature of computer interventions (eg. prompt versus question) and the granularity of the task.