Alternative interfaces for chat
Proceedings of the 12th annual ACM symposium on User interface software and technology
Anchored conversations: chatting in the context of a document
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Conversation trees and threaded chats
CSCW '00 Proceedings of the 2000 ACM conference on Computer supported cooperative work
Explicit referencing in chat supports collaborative learning
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
The integration of asynchronous and synchronous communication support in cooperative systems
Proceedings of the 2006 conference on Cooperative Systems Design: Seamless Integration of Artifacts and Conversations -- Enhanced Concepts of Infrastructure for Communication
Extraction of Socio-semantic Data from Chat Conversations in Collaborative Learning Communities
EC-TEL '08 Proceedings of the 3rd European conference on Technology Enhanced Learning: Times of Convergence: Technologies Across Learning Contexts
ASAP- An Advanced System for Assessing Chat Participants
AIMSA '08 Proceedings of the 13th international conference on Artificial Intelligence: Methodology, Systems, and Applications
Education and Information Technologies
Addressing Co-text Loss with Multiple Visualizations for Chat Messages
Groupware: Design, Implementation, and Use
Repetition and rhythmicity based assessment model for chat conversations
ISMIS'11 Proceedings of the 19th international conference on Foundations of intelligent systems
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Chat is used in many learning scenarios and platforms for synchronous communication support. Up to now evaluation of chat communication requires time consuming manual coding and analysis of the chat transcript. In this paper we present a method that combines manual and automatic steps: (1) chat transcripts are manually referenced, i.e. for each chat contribution it is determined to which previous contribution it refers to. (2) the referenced chat transcripts are structurally analysed by calculating different measures. The results of this structure analysis help to evaluate the learning chat and indicate where further (manual) analyses might be helpful. In addition, the ability of chat to support a certain type of learning scenario can be evaluated. We then discuss how chat can be improved by providing functionality for explicit referencing to the participants during the chat. The evaluation of a university seminar in the winter term 2004/2005 that used the tool KOLUMBUS Chat shows that references are used to different extents and not continuously. We analyse the reasons for (not) using explicit references. The results provide hints about the technical and organisational design for learning chats using references.