Evaluating the Quality of Scripted Dialogs regarding Conceptual Learning:

Research on concept learning in educational settings has traditionally been conducted in the Piaget-inspired cognitive conflict paradigm in which students’ naïve conceptualizations are confronted with anomalous data or contradicting views or are paired with peers who have different views (socio-cognitive conflict). Inducing conceptual change has been extensively shown to be a hard goal to achieve, especially in individual settings (Limon, 2001): Students have to become aware of their initial (mis)conceptions, understand the new information presented to them, become aware of the contradictions, compare and evaluate the different ideas, and adapt their misconceptions.