More investment, more engagement? Analyzing dialogic behavior in online one-to-one tutoring among different payment mechanisms

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-07-31 DOI:10.1016/j.ijedudev.2025.103366

Deliang Wang , Yuanyi Zhen , Dapeng Shan , Chenwei Zhang , Ben Kao , Gaowei Chen

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引用次数: 0

Abstract

This study examines the relationship between students’ financial investment and their learning engagement in online one-to-one tutoring, specifically whether increased financial investment leads to greater dialogic engagement. We analyzed online one-to-one mathematics tutoring dialogues across free, token-based, and subscription-based sessions using a coding scheme and a well-trained AI (Artificial Intelligence) model. Our findings reveal several key insights. First, students and tutors in free tutoring sessions have the longest conversations, while those in subscription-based sessions have the shortest. Students receiving free tutoring exhibit the least off-topic behavior compared to those in token-based and subscription-based sessions. Second, students in free tutoring demonstrate higher levels of constructive engagement, whereas those in token-based tutoring show more metacognition-related patterns. Third, tutors induce more reflection and provide direct instruction more sequentially in subscription-based sessions than in free sessions. These findings suggest that students’ engagement levels in online tutoring may not be positively correlated with their monetary investment, offering new perspectives on the relationship between educational investment and learning engagement.

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更多的投资，更多的参与？不同付费机制下在线一对一辅导的对话行为分析

本研究考察了在线一对一辅导中学生的财务投入与学习投入之间的关系，特别是增加的财务投入是否会导致更大的对话投入。我们使用编码方案和训练有素的人工智能模型，分析了免费、基于令牌和基于订阅的在线一对一数学辅导对话。我们的发现揭示了几个关键的见解。首先，在免费辅导课程中，学生和导师的对话时间最长，而在订阅课程中，学生和导师的对话时间最短。与基于令牌和订阅的课程相比，接受免费辅导的学生表现出最少的跑题行为。第二，免费辅导的学生表现出更高水平的建设性参与，而代币辅导的学生则表现出更多的元认知相关模式。第三，与免费课程相比，付费课程的导师会引导学生进行更多的反思，并更有顺序地提供直接指导。这些研究结果表明，学生的在线辅导投入水平可能与他们的金钱投入不呈正相关，为研究教育投入与学习投入之间的关系提供了新的视角。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.