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 ac hieving 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 ascerta in whether the nature of the software (open or closed) exerted any constrai ning effect upon the dyads' interactions. Variations in interactional style s were identified using quantitative methods; these, plus other more qualit ative data are discussed with reference to specific examples of software. I t is concluded that the open-closed distinction conflates several dimension s of machine behaviour, particularly the number of options of action availa ble to users at any given point, the frequency of computer interventions, t he nature of computer interventions (eg. prompt versus question) and the gr anularity of the task.